Monthly Archives: May 2013

The PYP-X Files – Chronicles of an Exhibition: Exhibition Day!

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Sharing the Planet
A graphic collage of student art work depicting the sharing the planet theme descriptors. This graphic was used on all posters, invites and thank you cards.

A collective exhale was joyously experienced by our students and faculty as our Grade 6s came through their big day with flying colours! The celebration began with an opening hosted by all of our Grade 6 students where they introduced the exhibition and welcomed guests (in French and English), shared a reflective voice collage where each girl shared her sentence, “Exhibition Is…”, and four students walked guests through a brief outline of the exhibition process from start to finish. Following the opening, guests were invited to view the formal presentations and exhibits. Guests were aslo invited to post their thoughts, feedback and impressions on a live blog site, called Cover it Live! It’s a great way to get feedback. Four of our Grade 5 students served as roving reporters, ipads in hand, gathering comments from guests and posting their own comments throughout the morning.

My writing can’t do justice to what the students contributed through their presentations. Here are some photos and feedback as quoted from our Cover It Live! site to paint the rest of the picture. Thanks for following along on this journey with us – it’s been so great to reflect and share with you!

“Here are some of the amazing things I learned from the exhibition on Friday from the girls in 6R5 and 6r6: 1. The population of the earth is increasing constantly — it grew by more than 2,000 people during the Population presentation alone–yikes! 2. I need to take shorter showers to preserve water and energy (I promise to work on this.) 3. The healthcare system in the UK is much better than the ones in either Canada OR the U.S. (who knew?!) 4. A bystander can be extremely helpful to someone who is bullied, so speak up and help out. 5. It’s possible to light a light bulb with a solar panel from Canadian Tire–cool! 6. Don’t underestimate the power of the media OR social media in transmitting messages about body image. 7. The Grade 6 girls at Branksome Hall are amazing. Thanks for all of these learnings, girls, and for a fantastic morning. Enjoy the last few weeks of school!” (Grace’s Mom)

A model house showing sustainable building options as presented by the Sustainability Group.
A model house showing sustainable building options as presented by the Sustainability Group

 
“The presentations were great: the verbal exposition, role playing, interactive audio-visual on Smartboard all very well executed and educational. The videos were professional quality. Students were well-informed beyond the prepared narrative, and had excellent and informed answers to questions, so it is clear that enquiry went deep.” (Perry’s Mom)

“What a fascinating and powerful morning. As I listened to each of the groups I attended (Sustainability, Food, Social Media), I was so impressed with the depth of research, the professionalism of the presentation skills, and the desire by the teams to impart to their audiences a sense of the importance for changes to our outlook and habits.”(Emily’s Mom)

“This was a very well organized presentation. It was clear that everyone in grade 6 was proud of their work and participation.  What a great start to future group endeavours.” (Claire’s Dad)

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A reflection from the final week.
The Social Media Group examines the negative effects of cyber-bullying.
The Social Media Group examines the negative effects of cyber-bullying.
“Very powerful video, social media group. They spent their time very wisely on how to show people about social media. They educated everyone so well I think many people will think twice about posting things after this presentation. They made an amazing video and really helped build people’s self esteem. Really good job you made me think so, so much about social media now.” (Callista and Sima, Grade 5 Roving Reporters)

“The body image group had an amazing booth that I learnt so much just from the pictures at the booth, and I was amazing how they photoshopped Lochlan’s face. The weapons group also had a great game that we all enjoyed participating in. Now we are watching the water group presentation which has been so interesting so far. Great job girls in 6R6 and 6R5!!!” (Bessie, Grade 5 Roving Reporter)

 

“The healthcare presentation was great! Good work girls. I liked the way you used a debate to compare the 3 different countries’ healthcare (pros and cons). The word wall was a very interesting idea – to uncover people’s real thoughts and emotions about healthcare. Good job!” (Hannah’s Mom)

A book written by the Water Group.
A book written by the Water Group.
OilExperiment
An experiment showing the effects of oil on the environment and birds.
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The Population Group begins their presentation with a visualization, inviting guest to imagine a world…When we open our eyes, we are told this world we imagined is the world of TODAY!
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The Body Image Group challenges observers to undo the effects of negative body image by adding positive (blue) comments to counter all the negative (yellow) thoughts.
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A diorama presented by the Food Group showing the effects of fast food consumption.
A page from the Water Group's Book.
A page from the Water Group’s Book.

The PYP-X Files – Chronicles of an Exhibition, Weeks 6 & 7: Transferring

Our Exhibition is tomorrow! The last week and half have been filled with a busy energy as learners engaged in the hands on work of creating the different components of their presentations and exhibits. Week 6 is all about constructing, creating, collaborating and communicating as students work in their inquiry groups to bring the plans they created in Week 5 to life. Learning spaces become construction zones and Grade 6 student can be found in every available space in the school engaged in the realization of their plans. Sometimes students find challenges in making a plan become reality. It’s our job as the adults to give them the space they need to approach their challenges with their team members to find solutions, and to not step in unless we’re asked for support or to be an objective “third eye”.  It’s amazing to watch the students bring their ideas to life – this is a time to see their confidence and creativity shine. All aspects of the presentations are created and completed at school. They have lots of time to make it all happen and by the end of week 6 each group is feeling ready for the “beginning of the end.”

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A web page created by the Water issues group designed to raise awareness and funds to support the building of wells.

Week 7 begins with time for rehearsals. Each group presentation consists of a 10-15 minute presentation where each group shares their issue, perspectives, solutions and action. Students also have the option to have a table where they can share artifacts, art work, statistics, interactive components and any other visuals. All students display their Exhibition journals and planning as well. Students work in their groups to rehearse and interact with their props. Because we believe that Exhibition Day is a day of celebration, group presentations are formally assessed during the “dress rehearsal” in class presentations. They are given immediate feedback (stars and wishes) from their peers and their teacher provides them with feedback and evaluative data as well. We find that this de-emphasises marks and instead places the emphasis on opportunities for continued growth. Students have the opportunity to reflect prior to exhibition day and this means that each group uses the feedback they receive and applies it to their public presentation on Exhibition Day. There are no clip boards, rubrics or check-lists on Exhibition Day – just passionate students sharing their learning . As I watch the dress rehearsals I am in awe of the girls’ Exhibition journey and the diversity their work shows. Every group has chosen unique ways to share their learning about their chosen issue. Passion and commitment are highly evident; knowledge is delivered in creative ways; students show they are risk-takers through their provocations and their confidence.

The range of emotions I experience as I watch our learners transform into teachers leaves me at a loss for words: goose bumps, discomfort as my thinking and assumptions are challenged, teary eyed from shocking facts and statistics, inspired by messages of hope and action, and even laughter. These reactions tell me that the PYP journey is coming to an amazing end for these learners. They are living proof of the power of the IB framework and philosophy in action in our school.

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A student working on a model house that will show building materials that support a more sustainable future.
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Artwork created by the Animal issues group showing the impact of pollution and waste on habitats.

The exhibition is a process that reflects the development of the Learner Profile and the 5 Essential Elements of the PYP over time. In short, it acts as a school’s summative assessment of its entire PYP program, not just the final year of the program or one day. It is a milestone day that represents a significant journey for every learner and teacher in a PYP school. Presentations should be significant, relevant and engaging. They should also showcase each learner’s unique skills, talents and perspectives. Our job is to set our learners up for success by both challenging and supporting them. Today as I walked the spaces and interacted with our grade 6 students as they made their final preparations, my question to each of them was, “Are we ready?” Their resounding response – “YES WE ARE!”                                    

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An interactive game designed to help players compare 3 different health care systems.