The PYP-X Files: Chronicles of an Exhibition, Preparing – Week 2

During our second week of preparing for the exhibition, the goal is to take students deeper into the issues that connect to the transdisciplinary theme, Sharing the planet. They begin by completing a web of possibilities, where they independently explore the range of different topics connecting to the four aspects that define the theme. They connect back to the charts they created during Week 1. Students then use their independent thinking to facilitate small group discussions to further extend and define the charts created during the provocation the previous week through the lens of the four theme descriptors. A carousel strategy is used to facilitate small group discussion, thinking, sorting and classifying of the different topics brainstormed the previous week. Students also have the opportunity to add topics to these charts as they are passed from group to group. Part of the sorting process also involves eliminating redundancies, and as the charts are passed around students make further connections to the commonalities across the four theme descriptors. 

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Our grade wide central idea is also shared with the students early in the week and they are asked to work in groups to augment this central idea. The grade wide central idea helps the students to focus in on the purpose of the exhibition and reminds the students of the importance of issues in guiding the decision making process as they get closer to defining the specific issues that will shape their exhibition. It also serves as a preassessment of the students’ understanding of key exhibition concepts and exposes them to the components of a central idea in the context of the exhibition. While each group will write their own central idea relating to their specific issue, the grade wide central idea defines our shared purpose as learners and collaborators. 

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Central Idea: Understanding current issues can help us to actively engage as members of the local community.

To further emphasise the importance of moving from topics to issues, we explore one of the topics that was added to the charts. We choose “mega cities” as the topic and place it at the centre of the web. We use a code to examine how the topic connects to the theme (FR=finite resources; CR=communities and the relationships between them, etc.). The students are surprised to see that this topic connects to all aspects of the Sharing the planet theme in some way. Once they see this connection, the issues start to pour out and we brainstorm some of the issues that connect to this topic. Many aha-s can be heard around the room as the students start to truly realize how a topic becomes an issue. We think about it through a hierarchical lens: concept – related issues -facts/truths/assumptions. (We note that assumptions will need to be proved or disproved through the research process.)

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Moving from concepts or topics to deeper issues.

As we finish this step together, I am floored by the learning energy that fills the room. I can literally see all the whirring and colours of the students’ collective understanding as little figurative light- bulbs brighten above their heads. The air is electric and the students’ thinking is charged! Students are now ready to try this on their own. They are asked to choose three topics from the charts that they are feeling passionate about and want to explore further through this lens. This will help to guide them at the start of week 3, as they make their decisions about what they want to explore for their exhibition. 

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Once students independently web three different concepts into possible issues, we poll the room and graph the issues they are passionate about. This gives us an indication of where different student interests lie and where possible groups might form. It’s a good visual for the students, as after they have the weekend to think and further expand on their webs, they will choose their top three issues, which will lead to the formation of  their exhibition collaborative inquiry groups. 

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In this class, a common element emerges – the right to be human. The graph in the other grade 6 class looks very different and the concepts and issues are much broader. It’s important to honour the differences between the two learning communities as we move forward.
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6 thoughts on “The PYP-X Files: Chronicles of an Exhibition, Preparing – Week 2

  1. Loved the filtration process of arriving at the Central Idea! Would love to collaborate with your school, to share ideas and exchange findings… we would also love to have your school view our Exhibition on Skype… and any other exchanges before that too are also welcome! 🙂

  2. This is our third exhibition coming up in May. Our process continues to morph each year, but I appreciate you sharing in this blog. Reading the blog is add new perspective to my thinking that can easily transfer to students. “Yay” for sharing and collaboration!

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