PYP Exhibition Journal - J. Fenton

May 2011

S ET S A IL for the

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Where do we begin?

Planning for Inquiry

Data Collection,

Presentation of

Our first week activities helped

We are more familiar ground

Analysis & Drawing

Findings

us tune-in to our unit of

this week, using the

Conclusions

Visual communication

inquiry.

investigation planner.

Feedback and scaffolding

Page 12-13

Page 2 - 4

Page 6 - 8

Page 9 - 11

Reflections - Page 14

SHARING THE PLANET This journal aims to capture the experience of my Grade 6 class as we engage with our last unit of inquiry, Sharing the Planet. It is written from my perspective as a teacher, as well as a learner.

What is the PYP Exhibition?

The Primary Years Programme (PYP) exhibition is a significant event in the life of each Grade 6 student, synthesizing the essential elements of the PYP (concepts, knowledge, skills, attitudes, and action) and then sharing this with the whole school community. As a culminating experience it is an opportunity for students to exhibit the attributes of the Learner Profile as well as demonstrate their understanding of the essential elements that have been developing throughout their engagement with the PYP.

At the Canadian International School of Hong Kong, we have chosen to investigate issues within the transdisciplinary theme, Sharing the Planet. Inquiries under this organizing theme explore rights and responsibilities in the struggle to share finite resources with other people and with other living things;communities and the relationships within and between them; access to equal opportunities; and peace and conflict resolution.

6E at CDNIS Our Grade 6 class is one of five classes in the final year of the PYP at Canadian International School of Hong Kong. All 125 students will participate in the Exhibition to be held on June 7th to 9th in the Leo Lee Arts Centre at the school.

This summative unit of inquiry is a collaborative one, where each small group will conduct their own investigation into an issue or problem of their choice. Each group will work with a mentor, who will guide them through the inquiry process; from formulation of research questions, to data collection and analysis, drawing conclusions, and finally to presentation of findings. Each group will also be encouraged to take appropriate action as a result of their learning and share this at the PYP Exhibition.

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

P Y P EX H IB ITIO N : WEEK O N E Week 1: Tuning In

Tuesday, May 3, 2011 We met in the forum on this fine Hong Kong morning, greatly anticipating our first official meeting to embark on our final inquiry of the PYP. After reviewing the definition of the theme, students engaged in the ‘card swap’ activity, generating a list of 18 potential problems for investigation. It was wonderful to see students considering new ideas and discussing issues that are important to them.

While this first week of May has been our official start to Sharing the Planet, the tuning in phase has in reality been an ongoing process throughout the year.

Beginning in September, students were encouraged to become more aware of events that were related to this theme. Each student has found articles and shared them with the class, prompting discussion of a variety of issues, from marine conservation, to wheelchair access in parks, and waste management in Hong Kong. We developed a Newsflash format that encouraged students to analyze perspectives, make connections to their own lives and communities, and consider possible action.

As students have been considering issues and problems related to Sharing the Planet for such a long time, it was inevitable that many of them had already decided upon topics to investigate. While I was pleased that so many of my students had become more aware and concerned about a number of important issues, I

didn’t want them to close doors to potentially rich fields of investigation. But how could we encourage them to consider alternatives?

At a recent educators’ institute, I participated in a quick activity that was devised to form small working groups based on common interests. It involved each person writing their own idea on an index card and then walking about the room and exchanging these cards with each other (without reading them). After a minute we would stop, find a partner, and discuss the ideas on the two cards we held (neither of which were our own). We were asked to consider the merit of the ideas and if they would be good topics of investigation. We then had to give each card a score, with the total of both cards being 7. We repeated the swapping and meeting with a new partner five times, in the end arriving at a score out of 35 for each topic.

Why not try this with out students?

We did and it was a wonderful vehicle for discussion, generating a list of varied issues or problems to investigate.

EXH IBITIO N TIMELINE Monday

Tuesday

Wednesday

Thursday

Friday

Week 1

No School

Generate Ideas

Write CI

Vote for CI

Announce CI

Week 2

Planner

No School

Develop Lines of Inquiry; Essential Elements

Week 3

Collection of Data

Week 4

Analysis of Data & Drawing Conclusions

Week 5

Prepare Presentation of Findings

Week 6

No School

Grp 1 Exhibits

Grp 2 Exhibits

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

P Y P EX H IB ITIO N : WEEK O N E What is a central idea?

In the PYP we use the term, central idea in every unit of inquiry. It is basically a statement of the enduring understanding you hope for students to gain through their investigations.

Usually, teachers write the central idea for each unit with their colleagues, after careful consideration of the concepts and the issues outlined in the definition of the transdisciplinary theme. It is not an easy task to come to an agreed upon central idea.

Imagine then when we ask the Grade 6 students to write the central idea for their last unit - let the learning commence!

Creating the central idea for the exhibition I was amazed and impressed with the confidence and commitment my students demonstrated while working through a tiring process of exploring the qualities of a central idea and then writing (and rewriting) numerous drafts. If your eyes were closed or if you read a transcript of some of the conversations, you never would have known they were a group of grade 6 students, but rather you would have thought you were hearing a group of teachers planning for an upcoming unit. through a series of collaborations, our class wrote 9 final ideas and nominated 3 of them for consideration. On Thursday, May 5, the Grade 6 students viewed all of the nominated central ideas and voted on the one statement that would be the umbrella statement for the PYP Exhibition:

“Actions and decisions have consequences that affect society and the environment.”

Developing central ideas a good idea Watching my students struggle to write a central idea for our unit was a revelation. I have great students who work hard and have fun at school, but I had never seen them so engaged and with such obvious higher level thinking demonstrated in their discussions. The criteria they used to guide their writing and also to critique the other groups’ ideas kept them focused on the task and provided a basis for authentic and meaningful discussion. What is challenging? Defending relevance. Is this value free? Globally transferable? Is this worth knowing?

Having the students discuss these open ended, yet vitally important ideas, not only gave them ownership over the process, it encouraged them to articulate and extend their current understanding of the concepts embedded in the transdisciplinary theme, listen to different perspectives and come to an agreed upon statement. Higher level thinking - you bet!

Why haven’t I done this with students before? It is an oversight I will not make again. If we are truly looking for ways to promote student led inquiry, why not give them a voice in this most important step of the process?

Forming our groups

Collaboratively writing a central idea with peers - engaging work!

After the card swap activity in the forum we headed back to our class and reviewed the list of issues that were generated by the students. Some of the ideas were new to my class, such as minimum wage and women’s rights, while others have been popular topics of discussion this year, especially anything related to animal abuse and marine conservation. It was time for the students to choose. Each one made a list of their 3 top choices and while there was no guarantee that I would be able to form groups that would give all students their first choice, I was sure going to try! This difficulty was compounded to some extent as we were trying something new at CDNIS this year; I was going to join my class with a colleague’s class to form our groups. I met with Dr. Mcleod after school and we looked through our lists.

Unfortunately, many of my students had list almost identical topics for all three choices (1. animal abuse 2. animal rights 3. endangered animals). An hour and a half of shifting choice cards around to make groups, we almost succeed. I couldn’t give many of my students their first choice, but at least I was able to give the majority of them a topic that they had as one of their choices. Except for one - that is a conversation for tomorrow.

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

P Y P EX H IB ITIO N : WEEK O N E Settling on our central idea Each class developed central ideas and then nominated the ones they felt best represented their ideas.

These were then viewed by all of the Grade 6 students, each voting for a central idea to become the guiding statement for the PYP exhibition.

Our class contributions • People have a responsibility to share finite resources which can solve conflicts and affect relationships.

• People have a responsibility to share finite resource and solve conflicts.

• The responsibility to share finite resources affects relationships between living things and humans.

• Sharing and using finite resources responsibly can solve conflicts which affect relationships and communities.

• Sharing finite resources responsibly helps people and communities.

After voting (and some wordsmithing by teachers!) our central idea for the PYP Exhibition was selected:

“Actions and decisions have consequences that affect society and the environment.”

The students’ original idea began, “We take action and make decisions that have future consequence...” As teachers we wanted to remove the ‘we’ as many issues in this theme are out of students’ control. Changing this opened up the central idea to a greater range of investigations.

How do you foster collaboration?

Once the groups were announced, I heard the inevitable groan from a few of my students.

The saddest part to me was the loudest moan came from a student who had been placed in a group based on one of his self selected interests!

There is always a tension when forming groups for collaborative inquiry. We want students to feel secure because we are aware of the importance of emotional state and its impact on learning. Yet, we want them to stretch beyond their comfort zone; to develop social skills that will allow them to work effectively in a variety of circumstances. It is a tenuous balancing act and I struggle with it every time I have a hand at forming groups. This is an area for further study!

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

P Y P EX H IB ITIO N : WEEK O N E Taking Stock: the first group meeting

Guide lines for groups Before the groups had their first meeting, we reviewed the task for the exhibition and the expectations for the journal. This was a good opportunity to discuss individual accountability as a member of a collaborative group. We stressed the importance of creating essential agreements that will allow for all members of the research team to contribute in different ways, yet ultimately, each developing a deep understanding of the issue.

Each student was given a copy of the task, journal expectations, and the rubrics to put into their journals.

After briefing the classes, students had an opportunity to meet with their research group for the first time on Friday, May 6. Their first task, establish a set of essential agreements for the group to abide throughout the inquiry process. The only guidelines given at this point were that all members of the group must agree and they needed to be points that would enhance their ability to work together.

Having a great deal of experience in working in small groups, the students were up to the challenge!

I went around to each group asking them to share their essential agreements with me and I was impressed with the how seriously they had considered their statements. Below are some of their ideas.

• Stay on task • Respect each member of the group

An impressive list! As a teacher I was so pleased that students took ownership of this process. We did not need to tell them they know! If there are certain groups that perhaps are missing some key agreements, I would rather they come to understand this themselves as they monitor their own progress. Yes, they will have mentors to assist and their classroom teachers and parents are availabl, but if they do not see the need for it themselves, they will not change their behaviour or learn how to collaborate effectively.

• Do your work on time • Come prepared to all meetings • Be open-minded and listen to each other’s ideas • Have a positive attitude • Consult mentor when there are problems • Share work with all group

Double Click on image to play movie

members

The First Week Well - we survived the first week - a few last minute changes and a few tears, but all and all, happy and excited to begin this much anticipated project. We have one group that I am worried about - they are at odds before they have begun, before they were even formally told that they were a group. I know that if they can overcome their initial difficulties they will feel such a sense of accomplishment, and truly grow and mature as collaborative team members. I am not sure how to avoid issues of personality conflicts in the future, if it is possible or even if it is advisable. There will always be strong willed students who will want their own way and when you have two in one group, there are going to be some bumps. While I will keep a close eye on the progress of this group, I do not want to intervene and have to come and settle problems for them. I hope that through the struggle in the beginning, they will find their way. They have a common goal and that’s a start!

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

WEEK 2

Planning

for

Inquiry

Using the Investigation Planner & Meeting Mentors Creating Research Questions

Writing Appropriate Requests

Developing Lines of Inquiry

Determining Data Collection Methods

Identifying Key Concepts Using Google Docs

BACK TO WHAT WE KNOW: USING THE INVESTIGATION PLANNER You could feel the sense of relief when students were informed that this week they would use the investigation planner to form their ‘big inquiry question’ and supporting questions to guide their research.

From the beginning of the year our students have been anticipating their final investigation and the presentation of their work at the PYP Exhibition. They have been talking about it since they visited the previous class’s exhibits, some of them already planning what issue they would like to explore. Now that the time is here, some of my students are putting a great deal of pressure on themselves and feeling quite anxious about this event. Being asked to write a central idea, being introduced to mentors they may not know, writing articles for the keepsake booklet, these are all unusual activities in the life of a grade 6 student. It is no wonder they kept looking at my in disbelief when I tried to assure them that this was a unit of inquiry, like any other.

Then, at the beginning of this week, we reviewed our plans and they saw the words, ‘investigation planner’ and I swear I could see some of the tension they were carrying released.

Coming back to a familiar tool, one that is so helpful in structuring their inquiry, that they have all had success with in the past, was just what they needed to remember that yes, they do know how to carry our an investigation. Yes, they can conduct this research and meet the demands of the PYP Exhibition.

While I want my students to stretch and apply what they know in unfamiliar contexts, I must remember to give them support in this. Too much ‘new’ is not a good thing! Next year, I want to remember to give them exposure at least once to everything we are asking them to do in this last unit. I love the anticipation, but I think they would enjoy it even more without the anxiety!

Keeping track With 33 groups to monitor, how do you ensure that all groups are making progress in their inquiries? Much like the students, my colleague and I did not need to invent a new method just for the Exhibition. We pulled out the inquiry process checklist template that we used in our last unit with great success. With a few modifications, such as adding the mentor’s name, we are now able to see at a glance in which stage of the inquiry process each group is involved.

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

P Y P EX H IB ITIO N : WEEK TWO Making Connections

Writing appropriate emails During the course of the investigations, students will be requesting help or information from a variety of adults - both at school and in the community. It is important that we explicitly teach students how to write such requests in an appropriate manner. This became very apparent when one of my students fired off an email to his group’s mentor basically demanding that he meet the group to help them at a specific time. There was no introduction, the tone was very casual (rude in my opinion!) and littered with grammar and spelling errors.

In our digital age, many students do not understand that an email is more like a letter than a chat thread and there is no reason to keep your message to fewer than 50 characters! (lol)

As a teacher I am always on the look out for examples of student thinking - to make it explicit so that all of the students will benefit and also to help them become more self-aware of the thinking they are always engaged in. I was thrilled this week when one of my students, while working with her group on developing supporting research questions, looked up and stated, “You know, lines of inquiry are really just supporting questions as statements.” It may seem a small thing, but I know teachers who have yet to make this connection. By empowering students and challenging them to plan an investigation, we are really demanding they use those elusive higher order thinking skills. It’s not so much about what they learn from the actual data (though that’s important, too!) it is more about struggling through the inquiry process, making mistakes and figuring things out. If my student had been told what to investigate or been given all of the steps to arrive at an ‘answer’, she would have never made this valuable connection.

Fat & Skinny Questions As students developed the plan for their investigation, there was a great deal of discussion around the questions they would use to guide their research. Many

of them have made the connection from earlier inquiries that their ‘Big Inquiry Question’ (BIQ) is just like the central idea and have learned how to use this statement as the basis of their question.

Others are still struggling with this and attempt to change words in the central idea that end up not making any sense. It is interesting though, when I speak to these students, that for the most part they have a clear (and on track) idea of what they want to investigate, but get caught up in applying a formula that has worked for others. Again, if I remember to provide more opportunities to make connections to and from central ideas throughout the year, once we get to the Exhibition they will be well equipped to tackle this independently.

Students have also been looking at developing more supporting, or skinny, questions than they usually have in an inquiry. I suppose this is due to the fact that the central idea encompasses all of the components of the transdisciplinary theme, naturally making this a larger investigation. While this threw those students who like to apply trusted and true frameworks, I was pleased to see many of the students make adjustments to the graphic organizer they were accustomed to using. this is a an authentic indicator of transferring a skill and applying a skill.

“Successful people ask better questions, and as a result, they get better answers.” Anthony Robbins Establishing a culture of shared experience While each group is working through the inquiry process independently, we want to ensure that all students move through each phase of their investigation without missing vital steps. In order to address this, we have institute whole group meetings where my colleague and I can touch base with the groups; provide guidance, share important information, and highlight the timeline and the relevant tasks or aims for the week. (Class Meetings KeyNote)

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

P Y P EX H IB ITIO N : WEEK TWO The Second Week If week one was marked by excitement, I would say week two will be remembered for its sense of purpose. Students have now settled in and become focused and independent, using the investigation planner as we had hoped. While creating lines of inquiry and identifying concepts and skills might have have been new to them, their familiarity with the investigation planner, as well as the many opportunities they have had throughout their years in the PYP to collaborate, have prepared them well for this experience.

As a teacher it is gratifying to see students rise to the challenge and tackle a complex problem, applying their skills appropriately and building on what they know. The hardest part for me is to remember to step back, to remember that I do not need to intervene immediately if there is a problem. I know as adults the urge to ‘help’ is almost overwhelming at times, but by allowing students to find their own answers and solve their problems independently we are empowering them as learners. They might opt for different solutions than the ones we would have found, but it will be their decision. It is that sense of pride and accomplishment that we want for our students and ironically, we cannot give it to them. I love being a teacher!!

“We learn more by looking for the answers to a question and not finding it than we do from learning the answer itself.” ~ Lloyd Alexander

Using Google Docs One of the challenges of a collaborative inquiry is finding ways to share in all steps of the investigation. This proves to be difficult when you have a group that is composed of students from different classes and who live in different areas of the city. Our students have discovered the power of technology to solve this problem. Google Docs allows students to write on one document simultaneously, with a small flag attached to the moving cursor illustrating the Google Docs allows teachers and mentors to add author of the text.

Another feature that makes Google Docs such an effective comments without interfering with the students’ text tool for providing feedback to groups is the “insert comment” option. This allows teachers and mentors (and parents, too!) to view the students’ work and make comments in the margin. This provides a valuable record that will allow the students to reflect more effectively about the type of feedback they have received and the resulting changes in their document. It is also a handy way to ensure teachers are not ‘hammering away’ on a particular issue.

We can see what other teachers have said and add to their comments (or not!).

The one downfall of this type of record is that anyone with access to the document can add or delete text - including teachers’ comments. I had one group that deleted all of my feedback (unintentionally!) because they were unaware of the way my comments were linked to the text I was referring to in my comment. While this is a danger, it is not enough to deter me from wanting to use this with students in the future. I must remember to include explicit directions about teachers’ comments next year.

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

WEEK 3

Data

collection

Time to investigate

Time to think

As groups began to collect data this week, it has been an opportunity for teachers to watch closely and see how well students are able to apply what they have learned in our previous investigations. For the most part, students seem to remember the need to select a tool and procedure to suit their purpose. When I asked students how they decided they would collect data, I was pleased to see that most had given this thought and were able to explain why they were choosing to conduct interviews or surveys, make observations or review literature.

It took a few days though before groups were feeling comfortable with their independence and some needed to be nudged into action. Perhaps it is the age of the students or maybe it’s because they rarely have this type of freedom, but many students could not seem to stop saying things such as, “Am I allowed to...” or “Is it alright if we...” As a result of this stalling, many groups were feeling under a great deal of pressure by Thursday. Just as they were beginning to make contact with experts and organizations, setting up interviews and making arrangements to go where they needed to go to collect information, we were reminding them that next week they would share their initial findings in a peer review.

I am confident that our students will rise to the challenge and collect the data they need to answer their questions. I worry though that we have placed unnecessary stress on them during a most important learning experience. I do not want my class to think back on the Exhibition and remember only how stressed they Making the call - students felt. I want them to remember the thrill of learning something new - of made appointments to meet with people in the figuring things out for themselves. community The sense of accomplishment that comes from asking questions about a problem and then finding the information that allows you to create solutions.

By beginning the inquiry process sooner, we would give students more time for their investigations. More time to think about the data they were collecting and how they have collected it. We need to allow time for missteps and mistakes. Time for students to think about the process, instead of ‘getting it done’.

Collaborative project versus individual accountability The PYP Exhibition is meant to be a collaborative, in-depth inquiry where students demonstrate their independence and responsibility for their own learning. These two key features of the Exhibition have brought some of my students to tears this week as they struggle to find a balance between working with their team and working independently. The biggest fear by far is that they will be unable to show their own understanding because another member of their group is not working as diligently as they are. Many have chosen to highlight all of their contributions to the group’s Google Doc in a particular colour to keep track of the ‘quantity’ off their contributions. (I know - what about the quality?!?) This has only led to more conflict for a number of students, especially those driven to be ‘the best’.

I appreciate that working collaboratively with a group of people that you may not have selected to work with in the first place is a daunting task. We all have our own way of approaching a project and presenting our understanding. We all have strengths and weaknesses. I find myself turning to the attributes of the learner profile and the PYP attitudes to talk students through the negotiation of collaboration. Being open-minded and respectful of the way in which others’ work is a key life skill.

Ultimately, I must assure them that they are being assessed individually. While the actual physical exhibit will be a group effort (and assessed as such) the understanding of concepts, the knowledge of the issues, the application of skills, the demonstration of attitudes and any action taken will be assessed individually. It is through their answers to questions and the detail in their journals that students can demonstrate their own competence. Perhaps if we spend more time assessing students’ inquiry journals throughout the year, and focusing less on the actual summative project, we can bring a much needed change in attitude about collaboration and individual accountability. It is not one or the other, but a way of approaching a project that benefits all members of the group.

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

WEEK 4

Analysis & Drawing Conclusions We have the data - now what?

This was perhaps the most challenging phase of the inquiry process. Our students are very familiar with gathering information, but often they feel they have ‘finished’ if they share the raw data with an audience. Prompting our students to go further - to really understanding the story of the data was a difficult step for some. We encouraged the students to ask questions, of themselves and their group members, to go further.

What does this information mean?

What patterns do you see?

Graphic Organizers to Support Data Analysis

Have we asked the right questions?

To assist students with the analysis of their data, we created a

Do we have new questions?

number of graphic organizers. From simple Y-Charts with headings of ‘Problem-Solution-Action’ or ‘Cause-Effect-

Providing students with time to critically view and discuss their data enabled them to draw conclusions. This was a vital step in their analysis and many students found they needed to go back and continue their research. If we had allowed the students to just present their research, without carefully analysing it, they would not have been able to form meaningful conclusions or consider possible appropriate action. That being said, I feel we did not leave enough time for this phase and will be sure to plan for more ‘think and talk time’ next year.

Solution’, to note taking organizers that provided space for questions, comments and personal understandings. Different students chose to use different organizers, but all benefitted by displaying their information and ideas as it allowed them to ‘clean’ their data (revisit it and ensure that it answered their research questions). Using highlighters during the analysis was another good tool for the students to better read their data. At a glance they were able to see where they need more information or where they might need to ask different questions.

Time ~ the most important factor

Allowing time is crucial for meaningful inquiry

Finding the time to allow students to investigate, think critically and come to meaningful conclusions is paramount to any successful inquiry. We all know this, yet the reality is we often do not plan accordingly. When we think of an inquiry as a linear process, we can easily fall into the time trap - if students have collected their data then next step is to analysis and draw conclusions. But what about the students who have not asked the right questions? Or what about the students, who after time to discuss and really delve into the issues come to see they need to ask more questions - different questions. If we don’t allow time for discussion, we rob students of a vital component of inquiry - time to make connections and form new understandings. Without this how can we expect them to draw logical conclusions that will enable them to take meaningful action?

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

P Y P EX H IB ITIO N : WEEK 4 How do you know?

Peer Reviews As the students analysed their data, we wanted to find a way that they could share what they had found and encouraged to support their conclusions. We organized a day for peer reviews, where each research team presented to a small group of students and teachers. This was the first time students shared their data with a group and a most valuable exercise. It allowed students to an opportunity to share their knowledge and to become more confident in supporting their initial conclusions with evidence. It was also an opportunity for teachers to gather a snapshot of each group’s progress and provide students with specific feedback. We found that many groups were still stuck in sharing raw data and not forming any meaningful conclusions at this point. The peer review allowed the audience to question conclusions and helped the research teams to focus their next steps.

The peer reviews had provided students with a guided reflection on what they understood and what they needed to do next. After being given time to analyse their data, collect more information where needed, and then draw conclusions we wanted to prepare students for the actual exhibition.

The format of the peer review, a presentation to an audience, while a good tool for feedback did not mirror what was in store for the students at the exhibition. We needed to find a way to prepare students to engage people in conversations about their issue. We also needed to find a way to ensure that each student be prepared to share about all facets of their group’s inquiry. We settled upon using an inside-outside circles activity as a means of practice.

We separated the teams and formed four new groups. Each group was divided

into two - one to form the inside circle and one to form the outside circle. The inside circle took on the role of researchers at the exhibition and the outside circle was the audience. The students were given 2 minutes to have a conversation about the issues (audience member asking questions & researcher providing information with evidence) and then the outside circle would move to the right. After each student had an opportunity to share, the circles swapped places and we continued until every student had an opportunity to play the role of exhibitor & visitor. This was an effective and time efficient way to give students a chance to practice before the exhibition. Student feedback was positive and many of them said they felt more confident after this activity.

This is definitely an activity I will use again!

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

WEEK 5

presenting Creating effective displays

findings

And of course...it was fun!

When our students visited the exhibition last year, they all were impressed with the vibrant displays. Unfortunately, for some of them, this was seen as the most important of steps and had we given free rein, some of our groups would have spent all of their time on the creation of their display, regardless of the content.

Drawing on previous experiences We did not allow students to work on the creation of their materials for the display until after they had completely finished with their investigation. Once they were ready, we asked them to think about what they had learned from our previous units to prepare for the visual communication of their findings.

• Principles of design from How We Express Ourselves • Creating scale drawings from How We Organize Ourselves Students planned for their display as they would any other form of communication by sketching in their inquiry journals.

Many students opted to use grid paper to ensure their work was to scale. The challenge was finding ways to attract visitors and provoke them to question the team about their issue. We did not want students printing out their conclusions and pasting them on a board.

“Design is an opportunity to continue telling the story, not just to sum everything up.”

Tate Linden, President of Stokefire

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

WEEK 6 The

exhibition

Opening the Exhibition With such a large number of students involved in this event, we decided to split our PYP Exhibition into two separate events. While not ideal, it allowed for every student to have an opportunity to share with our visitors and enabled us to use a slightly smaller venue.

Our school is very fortunate to have a beautiful theatre and we set our exhibits up in the lobby while the opening ceremony took place in the theatre. Our students opened the Exhibition with a freeze-mob and speeches about the transdisciplinary theme and what it meant to them. We also shared digital stories that the students created with their groups and a short film about the inquiry process. Finally, the PYP coordinator informed parents about the role they had to play at this event, asking them to challenge the students, questioning and probing to fully appreciate the students’ depth of understanding. Lastly, the event was officially opened by our principle, Mr Hughes and the students and visitors proceeded to the lobby to view the exhibits and engage in conversations about the issues. Ultimately, our goal was for every visitor to find a way they could take action based upon what they had learned from the students.

We had afternoon sessions for our younger classes and other schools to visit, as well as evening sessions for the parents. We also captured the experience with a live feed (June 7 & June 9) that enabled visitors from around the globe to view the exhibition. It was a rewarding experience for all as we watched the students share with poise and confidence all they had learned ~ their hard work clearly evident.

Digital Stories The following are a sample of the digital stories created by the students to illustrate the problem or issue they were investigating and how it linked to the transdisciplinary theme, Sharing the Planet.

Water Pollution Animal Abuse Poverty Access to Education Renewable Energy Child Labor

Click here to play slideshow.

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com

May 2011

P Y P EX H IB ITIO N - REF LEC TIO N S Reflections on the Exhibition Throughout this teachers, mentors and students have been reflecting on what has worked well and what has not. I have tried to capture much of this here, though it is also recorded in our PYP planner and a Google Doc.

Things to consider for next year’s exhibition:

Need more time for data collection!

Allow for mistakes to be made and give students time to rethink questions or refine their data collection.

Look at the possibility of moving the exhibition to the 5th unit of inquiry (rather Things to remember for future than the 6th). It was too busy at the end of planning: the year and did not leave enough time for Give more opportunities for students to student reflection or follow up to any create central ideas (or at least to engage sustained action. more meaningfully in the terms from the If we move the exhibition to the 5th transdisciplinary themes) unit, this would enable us to consider Provide students with more assessment of this investigation when opportunities to write authentic requests of preparing our final reports. adults (some of the notes fired off to We could look at replacing the Student mentors were rude and demanding) -led Learning Review with the Exhibition.

Do digital stories in other contexts next Revisit the venue and try to find a way year, not just the exhibition to have the evening exhibition on one night Use the investigation planner from the - with all students participating in one event. beginning of the year!

Try building unit calendars for display for many units, not just the exhibition. Le the timelines be more visible. - Give students a say in establishing those timelines.

Provide explicit directions for handling text in a shared Google Doc ~ especially inserted comments in the margins.

Focus on assessing student inquiry journals throughout the year.

PYP Exhibition journal • CDNIS • Jennifer Fenton • jennysfen@me.com