what is an exhibition?

My understanding of Exhibition

INTENTION: Gather students understandings of Exhibition throughout the process and identify any misconceptions.

Complete 3 times throughout Exhibition - before Exhibition/ mid May / 5th June.

Think Puzzle Explore Thinking Routine

THINK: what I ‘think’ I know PUZZLE: questions I have EXPLORE: How will I find answers to my questions.

This can be completed in the front of Exhibition journal to show growth/depth of Exhibition process OR throughout journal

What the IB says Exhibition is ... 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 theirown 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 journeythrough 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 collaborativeexperience that incorporates the essential elements of the PYP• to celebrate the transition of learners from primary to middle/secondary education(EXHIBITION GUIDELINES Page 1)

5 W’s + 1 H for Exhibition These can be developed with students or the ones below can be used for discussion.

WHO is the Exhibition for?WHAT is involved?WHERE will it take place?WHEN will it take place?WHY is Exhibition part of PYP?HOW can we share our learning with others?

Role of the students

● Keep a written record of the inquiry process (Exhibition Journal & Blog)● Action - taken, evaluation & reflection● Effective use of technology ● Oral & visual presentation/explanation using chosen medium● Collaborate and communicate effectively with peers and teachers to carry out an

open-ended inquiry into a self selected, real-life issue or problem.● To use a variety of sources and be academically honest when referring to these● To engage in self and peer assessment

Role Mentor / Parents● being supportive and encouraging throughout process..

• offer advice on locating and using resources.

• pose questions and help interpret sophisticated/ difficult information.

• facilitate interviews, telephone calls, any review any electronic communication.

• give time management/organisational advice

• celebrate achievements and successes with the students as part of the assessment process

• to provide or assist in locating expert subject knowledge where applicable.

Exhibition at RCHKhttps://vimeo.com/98610407

Central Idea:

Beliefs and passions can inspire and sustain change.

Transdisciplinary Theme WHO WE AREAn inquiry into:• the nature of the self;• beliefs and values;• personal, physical, mental, social andspiritual health;• human relationships including families,friends, communities, and cultures;• rights and responsibilities;• what it means to be human.

The Inquiry Cycle

Tuning InInvolves

- Getting hooked

- Connecting to own life

- Beginning questions

- Establishing the ‘known’

Finding OutInvolves

- Refining questions

- gathering information from a range of sources

- Developing research skills

Sorting OutInvolves

- Analyse and Synthesise

- Grouping your ideas

- Make meaning

- What is useful, what is not

Going FurtherInvolves

- more in depth questioning

- being a critical thinker

- becoming an expert

Make ConnectionsInvolves

- making connections to my life

- making connections to other learning

- look for patterns

Taking ActionInvolves

- The ‘so what’ about the learning

- Should come from the learner wanting to do something

- can be direct, indirect, advocacy or through learning

ReflectionInvolves

- Looking at how to improve

- What could you have done differently?

- What happened along the journey?

The Inquiry Cycle- Does not have to be a sequence where one thing follows the other. You could for example take

action at the beginning of an inquiry.- Some engagements you do could go in multiple sections. For example, creating your biomes

could be in - finding out, making connections and taking action.- This inquiry cycle could be 10 minutes or years. A very basic inquiry cycle in your life could be

Watch a game of tennis on youtube (tune in) Find out about current players (finding out) After watching youtube clips you decide your favourite player is Venice Williams (Sorting out) You read a book written by Venus Williams (Going further) After reading the book, you make some connections from her life to yours (make connections) You decide to go and watch her play live (take action) Ask yourself, is she still your favourite player? Is there anyone else you really like? (reflection)

If you can, think of a quick inquiry cycle giving examples like the one above.

ActionWhat do we mean by taking ‘action’?

Different Types of ActionThere are four types of action that students can take during the Exhibition:

1.Direct2.Indirect3.Advocacy4.Learning in Action

Direct Actionpicking up litter that’s not yours.taking shorter showers.taking a re-usable bag to the supermarket.

Can you think of any more examples?

Indirect Actionraising money (e.g. Walk for Change or The Terry Fox

Run).dropping your change/coins into a collection box at the

supermarket, etc.paying 50 cents for a plastic bag.

Can you think of any more examples?

Advocacy (public support for a particular cause)

reminding your classmates to recycle their water bottles.reminding your teacher to turn off the lights when they

leave the classroom.becoming the ‘waste’ monitor for your class.

Can you think of any more examples?

Learning in Actionborrowing a book from the LIRC to extend your

knowledge about an issue.sharing what you know with a friend or relative.pursuing your own inquiries and sharing them with the

class.

Can you think of any more examples?

Sustainable ActionThink about the following questions:What does the word ‘sustainable’ mean?How can we relate this to ‘action’?Is it even possible to take ‘sustainable action’?How can we make action more ‘sustainable’?

Brainstorm different types of action that could be considered ‘sustainable’.

What is ‘action’?Generate, Sort, Connect, Elaborate

Write down all the verbs and nouns that go with ‘action’ on post-it notes (think about action, why we take action, etc).Now sort the post-it notes into categories.Make connections.Elaborate further by putting all your thinking into a statement or belief about what is action.

Diamond/Pyramid Rankingpresentations (e.g. speech, protest, march)

publishing articles (e.g. letters, poems, stories, books, newsletter, etc)

games/apps fundraising (i.e. includes selling products)

art (e.g. painting, sculpture, graffiti, model making, etc)

volunteer work and/or education (e.g. planting trees, teaching a lesson, etc)

creating a website and/or a blog page

music(e.g. creating a piece of music, dancing, singing, etc)

drama/film (e.g. role play, skit, documentary, advertisement, etc)

posters, stickers, badges, flyers, leaflets, wristbands

Ranking InstructionsIndependently consider the previous examples of action.

1. Which ‘action’ do you think is the most sustainable and why? Add this to the top of your diamond/pyramid.

2. Now put the action that you think is the least sustainable at the bottom.

3. Continue until all actions have been ranked.4. Discuss your rankings with a partner, justifying your

decisions.

What’s the issue?Think about the following types of ‘action’ that have been taken by students in the past. Which issue do you think they connect to?boycott products that test on animalshold a bake sale to raise money for disaster victimslead a discrimination exerciseorganise an art exhibitionstart recycling at homecreate a petition for a healthier lunchhold a clothing drivedo a poster campaign for human rightshost a hunger banquetwrite an article on cyberbullying

Get ChattyAsk at least five friends the following questions:1. If I gave you $1 million to do something to fix my

‘Thing’, what would you do?2. Is my ‘Thing’ something you think about a lot? When

you do think about it, what exactly bums you out?3. What part of my ‘Thing’ do you think is the most

important to fix first? Why?Use the ‘friend’ cards attached to record their answers.

‘Friend’ CardsCreate some ‘friend’cards (see example)and record informationin note form.

Steps towards ActionThere are three steps towards taking action:1. identify the problem2. investigate3. find possible solutions to real-life situations

Watch the following video clip (Thai football club) and answer the questions below:https://www.youtube.com/watch?v=jU4oA3kkAWU What was their dream?What was the problem they encountered?How did they solve the problem?

Action Video ClipsThe Power of Words:https://www.youtube.com/watch?v=pzjEzohHmaM15-year old Kelvin Doe (inventor):https://www.youtube.com/watch?v=XOLOLrUBRBY&feature=player_embeddedWith a Piece of Chalk:https://www.youtube.com/watch?v=mBZAFJ-Q6MwThe Fun Theory:https://vimeo.com/30302189

The Power of One!Ryan’s Well:https://www.youtube.com/watch?v=fWk2_LZ1zFMRyan’s Well Motivational Videohttps://www.youtube.com/watch?v=ZXDOxPiDyzcCaine’s Arcade:https://www.youtube.com/watch?v=faIFNkdq96U

We are what we do!HK Recycleshttps://www.youtube.com/watch?v=vixNvI8xuagThe Action Tracker:http://www.actiontracker.org.uk/actions/categories/Life Vest - Kindness Boomerang:https://www.youtube.com/watch?v=nwAYpLVyeFU

We are all unique individuals. We all have different interests and life experiences. As a result it is likely that we will have passions that are very personal to

ourselves. Our personal passion may not always appear obvious to us. It may take time and ongoing reflection before we are able to identify what is truly

our passion.

You will need to remember that your passion and subsequent inquiry will need to connect to the transdisciplinary theme of ‘Who We Are’.An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures, rights and responsibilities; what it means to be human.

Discovering your passion

‘Gut feeling barometer’

Watch the following provocation videos and then shade in the ‘gut feeling barometer’ sheet indicating how you feel about the particular issues raised in the video. http://www.youtube.com/watch?v=fxyhfiCO_XQ First World Problems

http://www.youtube.com/watch?v=wuRURJ9E3iQ If I Could Change the World

http://www.youtube.com/watch?v=TuuTlQ0FzEU What the World Eats

http://www.youtube.com/watch?v=osSpWbmEYF4 Hungry Planet

https://www.youtube.com/watch?v=-_oAe00C9EI - rainforest destruction

https://www.youtube.com/watch?v=W8RcZGWqkhY - Eating healthy food

https://www.youtube.com/watch?v=jKikTtcqqzs - Balanced lifestyle

https://www.youtube.com/watch?v=jKikTtcqqzs - Balanced lifestyle

https://www.youtube.com/watch?v=ZHPMQn3HJZU - If the world was a village of 100 people

https://www.youtube.com/watch?v=BpH30VOkDg8 - Disaster relief emergency fund

https://www.youtube.com/watch?v=Yma9LcOCFRw - Hong Kong Poverty

https://www.youtube.com/watch?v=jU4oA3kkAWU - PMB Panyee Football Team

https://www.youtube.com/watch?v=2zOfAUxgm3E game addiction

https://www.youtube.com/watch?v=NLEJLOB6fDw maker space

https://www.youtube.com/watch?v=UF8uR6Z6KLc&spfreload=10 Steve Jobs

Consider your personal responses to the videos shown in your ‘gut feelings barometer’. - Are there some specific areas / issues that you feel strongest towards?- Do you have any personal interests / hobbies / experiences that you can draw from?

In your exhibition journal create a mindmap sketch to show your thinking, this may help you discover your passion.

Concentric Circles,What makes you upset / angry?Graffiti Wall (school, home, holidays, hobbies,)Tagxedo of interests.

PresentingWhat is important when you are sharing ideas with an audience?

1.Oral Presentation Skills2.Staging3.Audio/Visual Accompaniment4.Different ways to present

1.Speech Rubric1. I used powerful vocabulary (i.e. persuasive words) to engage the audience. Needs improvement Average Excellent__________________________________________________________________________________ 1 2 3 4

5 2. I paused in appropriate places for dramatic effect and/or to allow the audience think time. Needs improvement Average Excellent__________________________________________________________________________________ 1 2 3 4

5 3. I used repetition to emphasize main ideas. Needs improvement Average Excellent__________________________________________________________________________________ 1 2 3 4

5

Speech Rubric continued4. I used tone and intonation to convey emotions appropriately (i.e. by expressing words and phrases). Needs improvement Average Excellent__________________________________________________________________________________ 1 2 3 4 5 5. I look comfortable and focused (i.e. I have good posture and am not swinging, jumping or moving too much). Needs improvement Average Excellent__________________________________________________________________________________ 1 2 3 4

5 6. Make eye contact with the audience (i.e. I am not looking at the floor or ceiling, my eyes move around as if I am looking at my audience and I am not reading my cue cards). Needs improvement Average Excellent__________________________________________________________________________________ 1 2 3 4

5

Speech Rubric Continued7. My voice is loud, clear and fluid (e.g. loud enough for everyone to hear, not pausing in the wrong places, pronouncing words correctly and not talking too fast). Needs improvement Average Excellent__________________________________________________________________________________ 1 2 3 4

5 8. I was prepared and confidently delivered my speech, e.g. I used facial expressions and body language to express strong interest in the topic. Needs improvement Average Excellent__________________________________________________________________________________ 1 2 3 4

5

2. StagingRefer back to the NGO conference at KJS or

the Personal Projects in the PAC or the Exhibition at Bradbury:

What staging caught your eye?What staging actually related to or enhanced

the project/topic?

3. Pecha Kucha or Elevator PitchCreate a pecha kucha about your passionsA Pecha Kucha about Pecha Kucha

orStudents can create a 1 minute persuasive Elevator Pitch speech on the benefits on their passions

How NOT to present

4. Different ways to present information

62 different ways to present informationDifferent ways to present using ICT

Be a risk taker! What could you do differently?

Essential Questions

Why do we need essential questions?

They make us:

➔think critically and more deeply➔do research to find out➔create an original answer which is more

personal for us

Why should we write essential questions?

They help us make real world connectionsThey help us to understand…... Why do I

have to do this?

When will

I ever use

it?

Does it matter if I know this?

What is an essential question?

open-endedthought-provokinghigher-order thinking (not recall but analysis, inference, evaluation, prediction)important, transferable ideasraises additional questionsrequires support and justification (not just an answer)recurs over time - can and should be revisitedaliveopen-mindedness

Examples of non-essential and essential questionsNon essential

What is it like to live in Hong Kong?

Essential

Which city in Southeast Asia is the best place to live?

Non essential

What is chicken pox?

Essential

Which serious medical condition should be given more funding?

Examples of essential questions‘WHAT IF’ questions….

What if the world wide web had never been invented?

What if more girls than boys were born?

note: these questions are hypothetical...they make us pose a hypothesis and think about options…..

More examples…..‘SHOULD’ questions….

Should we protect endangered species?

Should we prevent people from having freedom of speech?

note: these questions make us choose a moral or practical decision based on evidence we find

More examples...‘WHY’ questions….

Why do some people choose to work in other countries?

Why are children allowed to go to school in some countries but not others?

note: these questions help us to understand cause and effects

More examples...‘HOW’ questions….

What are some sustainable solutions to food waste in school and how can they be implemented?

How can we help reduce the amount of unused pages in students’ notebooks?

note: these questions make us decide on solutions to problems

Mentor Guidance - week 1Digging deeper with the passions / interests identified by students. (Brief summary to be sent to mentors before meetings).

- Why questions (why have you chosen this subject?)- How are the passions connected to the transdisciplinary theme?- Guidance for students to research on their passion - what issues are connected to their passion

(s)? This could be the students next step for the following week.