skip to main content

Fifth Grade Exhibition

about 1 year ago

Contents

1.     Introduction 

2.     The Purpose

3.     Essential Features

4.     Role of the Student

5.     The Exhibition Celebration 


Introduction

The Primary Years Programme (PYP) exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community. As a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP (Kindergarten through fifth grade).

 

Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The central idea selected must be of sufficient scope and significance to warrant a detailed investigation by all students.

 

Purpose

The PYP exhibition has a number of key purposes:

-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

-to provide students with an opportunity to explore multiple perspectives

-for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP 

-to provide an authentic process for assessing student understanding

-to demonstrate how students can take action as a result of their learning

-to unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP

-to celebrate the transition of learners from primary to middle/secondary education.


Essential Features of the Exhibition

As the culmination of students'  PYP journey, it is required that the exhibition reflects all the major features of the programme. Therefore it must:

·         provide an opportunity for students to exhibit the attributes of the IB learner profile and the PYP attitudes that they've been developing during their years in the PYP

·         incorporate all the PYP key concepts and allow students to demonstrate an understanding of the key concepts throughout the inquiry process

·         synthesize assets of all six transdisciplinary themes

·         require students to use skills from all five sets of transdisciplinary skills; students will develop and apply skills from all the transdisciplinary skill areas in their exhibition inquiry

·         provide students the opportunity to explore knowledge that is significant and relevant

·         provide opportunities for students to engage in meaningful action; students should demonstrate the ability to reflect on and apply their learning to choose appropriate courses of action and carry them out

·         represent a process where students are engaged in a collaborative and student-led, in-depth inquiry facilitated by teachers and mentors; records should be kept that reflect the process of planning and student engagement with the exhibition

·         include ongoing and rigorous assessment of the exhibition process; this assessment will include ongoing assessment of each individual student’s contribution to and understanding of the exhibition as well as a summative assessment and reflection on the event itself.


Role of the Student

 Students will:

·         have an understanding of the purpose and requirements of the exhibition from the outset of the process (guidelines and planning instructions should be provided by the teacher or mentor)

·         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

·         collaboratively plan learning and assessment experiences; these should involve independent and collaborative work and students should be involved in all stages of the planning and staging of the exhibition

·         carry out an open-ended inquiry into a real-life issue or problem

·         demonstrate an understanding of the components of the PYP, in particular the IB learner profile; the students involved in the exhibition should be given an opportunity to demonstrate their learning and the development of the attributes of the IB learner profile

·         demonstrate an understanding of the five essential elements—knowledge, concepts, skills, attitudes and action

·         select and utilize a variety of strategies and resources to meet the outcomes of the inquiry; wherever possible, students should use a variety of source materials, such as first-hand experiences, interviews, 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

·         communicate effectively with teachers, peers and parents

·         reflect on the components of and processes involved in the exhibition; they should 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

·         carry out self-assessment and peer assessment

·         celebrate their learning by presenting the exhibition to the school community.


The Exhibition Celebration

It is a requirement that the exhibition is shared with members of the wider school community. There are many formats a sharing event could take, for example, an interactive display, a performance, a debate, or a combination of formats.

The exhibition should include the following.

·         Examples of written work in a variety of formats and styles: poetry, reports, persuasive texts

·         Oral presentations, individually or in groups, to the school community

·         Uses of technology including ICT, working models, designs, science experiments

·         Performances or compositions in any medium: dance, music, drama, visual arts, film, video, mixed

Essential Student Attitudes

about 1 year ago

In addition to the IB Learner Profile, the IB Primary Years Programme (PYP) focuses on the development of positive attitudes toward people, toward the environment, and toward learning. The PYP Attitudes are the essence of the Learner Profile in action. At Breckenridge Elementary School, we support students as they develop and demonstrate:

 

Appreciationappreciating the wonder and beauty of the world and its people

 

Commitmentbeing committed to their learning, persevering, and showing self-discipline and responsibility

 

Confidence- feeling confident in their ability as learners, having the courage to take risks, applying what they have learned, and making appropriate decisions and choices

 

Cooperation- cooperating, collaborating, and leading or following as the situation demands

 

Creativitybeing creative and imaginative in their thinking and in their approach to problems and dilemmas

 

Curiosity- being curious about the nature of learning and of the world, its people, and cultures

 

Empathyimaginatively projecting themselves into another's situation in order to understand his/her thoughts, reasoning, and emotions

 

Enthusiasm- enjoying learning

 

Independencethinking and acting independently, making their own judgments based on reasoned principles, and being able to defend their judgments

Learner Profile

about 1 year ago

The aims of the International Baccalaureate (IB) Primary Years Programme (PYP) are expressed as a series of desired attributes that characterize successful students, and these attributes are referred to as the LEARNER PROFILE. These globally-minded students are:

InquirersTheir natural curiosity has been nurtured. They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and this love of learning will be sustained throughout their lives.

ThinkersThey exercise initiative in applying thinking skills critically and creatively to make sound decisions and solve complex problems.

CommunicatorsThey receive and express ideas and information confidently in more than one language, including the language of mathematical symbols.

Risk-takers- They approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas, and strategies. They are courageous and articulate in defending those things in which they believe.

Knowledgeable- They have spent time in our schools exploring themes that have global relevance and importance. In so doing, they have acquired a critical mass of significant knowledge.

PrincipledThey have a sound grasp of the principles of moral reasoning. They have integrity, honesty, and a sense of fairness and justice.

CaringThey show sensitivity toward the needs and feelings of others. They have a sense of personal commitment to action and service.

Open-minded- They respect the views, values, and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

Well-balancedThey understand the importance of physical and mental balance and personal well-being.

Reflective-They give thoughtful consideration to their own learning and analyze their personal strengths and weaknesses in a constructive manner.

Transdisciplinary Themes

about 1 year ago

At the heart of the International Baccalaureate Primary Years Programme (IB PYP) is a commitment to structured inquiry as a vehicle for learning. According to Nancy Cecil in The Art of Inquiry, "When children seek to ask or answer questions about things for which there are many potentially correct answers, they begin to develop an attitude of appreciation for the immensity and complexity of the natural world."

The International Baccalaureate Primary Years Program (IBPYP) identifies six themes which provide the organizing structure for the content or program of inquiry. Each grade (K-5) explores the six themes during the school year. State of Colorado content standards are addressed within the themes. The organizing themes:

  • have significance for all students, within all cultures
  • offer students the opportunity to explore knowledge which is of genuine importance in understanding the human condition
  • address the fields of knowledge which form the traditional disciplines but present these in a way which transcends these disciplines, thus facilitating transdisciplinary planning and teaching
  • will be revisited throughout the students' years of schooling, the end result being an articulated curriculum content, from kindergarten to secondary school

Six Transdisciplinary Themes:

1. Who we are

2. Where we are in time and place

3. How we express ourselves

4. How the world works

5. How we organize ourselves

6. Sharing the planet

These themes help guide teachers as they plan and design transdisciplinary (combining two or more subject areas) units of inquiry which make up the International Baccalaureate (IB) Program of Inquiry. Within these units, children are encouraged to ask questions, are taught how to use a variety of resources to seek answers that lead to a deeper understanding of the concepts being studied. The PYP seeks to create students who are not bounded by the physical borders of their community. Instead it works to study broad topics that can have an application in any part of our world.