How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and environment.
The Exhibition is a student initiated and student driven unit of inquiry. It is the culminating experience of the PYP that brings together all aspects of the program (Knowledge, Approaches to Learning Skills, Key Concepts, Supporting Attitudes and Action) and challenges students to exhibit the attributes of the Learner Profile.
Exhibition Process
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 learning.
- To unite the students, teachers, parents and other members of the community.
Roles in the Exhibition: Student, Teacher, Mentor
Role of the Student:
- To have an understanding of the purposes and requirements of Exhibition from the outset of the process.
- Participate in selecting a real-life issue for the Exhibition.
- Develop the inquiry by helping decide on a central idea, lines of inquiry and guiding questions.
- Collaboratively plan learning assessment experiences; these should involve independent and collaborative work and students are involved in the stages of planning and staging the Exhibition.
- Carry out open-ended inquiry into a real-life issue.
- Demonstrate an understanding of the components of the PYP, in particular the Learner Profile, as well as all the components – knowledge, concepts, skills, supporting attitudes and action of the PYP.
- Select and utilize a variety of strategies and resources to meet the outcome of the inquiry; wherever possible, students use a variety of sources in their research 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 process of Exhibition and 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.
- Celebrate their learning by presenting the Exhibition to the community.
Role of the Teacher:
To facilitate and guide the entire exhibition process, as well as assist with staging the Exhibition. There are many formats for staging the Exhibition. Please view the following examples:
- an interactive display, a performance, debate, or combination of formats.
- Written work in a variety of formats and styles: poetry, reports, persuasive texts, etc.
- Oral presentations, individually or in groups, to the school community.
- Uses of technology including ICT, working models, designs, etc.
- Performances or compositions in any medium: dance, music, drama, visual arts, film, mixed media.
Role of the Mentor:
- 1. Act as a guide and resource in the accomplishment of specific tasks during the process.
- 2. Guide students and monitor their progress, assisting them in setting new goals.
- 3. Suggest resources and facilitate interview questions and help arrange interviews.
- 4. Promote independence and responsibility.
One mentor said, “Working as a mentor has reminded me of how great it is to work with children, making connections with them , watching them learn, and seeing their excitement as it all starts to come together. Spending time with them has become my most favorite part of the school year.”
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