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)
“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)
“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)
Week 4 is all about research, research, research! Now that learners have a defined focus through their central ideas and lines of inquiry they go full-on into research mode, building on the preliminary gathering of materials in Week 3. This week students focus on building a bank of key concept related questions to help them deepen their research and inquiry into their issues. They use an F-Q-R format (Fact-Question-Response) to organize their research, show accountability/academic honesty for their chosen primary and secondary sources, and to think about their research as they conduct it.
A key piece of research is also sourcing out primary sources who can share unique perspectives into the various issues. Students make contact with local organizations, politicians, businesses, museums, etc. to arrange interviews (in person, via Skype or by e-mail) and learning trips.This year students are experiencing a great response to their requests and have taken part in some very meaningful learning as a result. Primary sources help to provide a real life lens into the issue and help students to gain local perspectives. E.g. One group visited a museum lecture and spoke to activists with varying perspectives; another visited a homeless shelter; another interviewed a police officer about gun control and visited a news paper office and interviewed the editor about guns and weapons in the news, etc. Our parent community provides essential support in helping us to make connections and chaperones small groups of students as they embark on learning trips to support their exhibition issues. As students reach out into the community they are also inspired to start taking action. While we do not require that every group must organize an action component beyond the exhibition itself, spontaneous action ideas begin to arise as students become more knowledgeable and passionate about their issues and make meaningful connections to local organizations and people through their learning trips and interviews.
As the week rounds out each group works together to frame a “debatable question” which will help them to analyse perspectives relating to their issue and synthesize the most important aspects of their research. They will use this question in Week 5 to write a persuasive essay arguing points for(pros) or against(cons) in response to their debatable questions. Each group meets with me and their teacher to discuss their debatable question ideas and share their preliminary thinking. We are so impressed with how the girls are able to confidently and articulately share their ideas and already tie in facts and information from their research to back up their thinking. That F-Q-R sure works to get learners thinking about their research while they are doing it. I was struck by a couple of comments students made during our discussions. Izzy said, “you know it’s a good debatable question because you have to think hard about which side to choose.” Fiona remarked about how she woke in the night thinking about her issue and the question she proposed to the group just hit her. (“They” aren’t kidding when “they” say the PYP is pervasive!) Some sample debatable questions:
Is the issue of body image properly addressed in our society?
Are we doing enough to preserve the earth’s supply of potable water?
Should children solve their bullying problems without adults intervening?
Is crowding people into cities an effective way to use the land?
During the week students meet with their mentors to review their research and set new goals. At the end of the week they complete reflections on their research skills, as well us update their open-ended “Tree People” reflections.
Week 3 begins with much excitement and nervous energy. It’s officially “decision day” and students begin this week by indicating their top 3 choices for topics and related issues that they are interested in pursuing for their in depth inquiry. It’s important that students understand that their collaborative inquiry groups should be formed not based on their friend choices, but rather on an issue that they feel passionate about. Passionate enough about the issue that it will sustain their interest as they structure their inquiry over the next several weeks as they move into the exploring phase of our inquiry cycle. They also have the opportunity to indicate a topic and related issue that they really don’t feel passionate about. The teachers and I meet later in the day to lay out all the decision forms and begin to form the groups in each class. We look for patterns and connections. Each group will consist of 3-4 members and it is our goal to try to ensure that each child is placed in their first or second choice. We want to honour their choice and passion. We know that the weeks ahead will bring tremendous personal growth as students engage in such deep inquiry and attend to their differences in learning styles, thinking and application of their knowledge.
Students are excited to finally have a focus for their inquiries and to learn who they will collaborate with. Another milestone of this week is the matching of groups with mentors. At our faculty meeting we review the role of the mentor and teachers sign up with a topic that they have some prior knowledge with, or feel interested in supporting. Later in the week they will receive an e-mail invitation for their first meeting with their group from the students.
Now that student groups are formed and mentors are assigned, students begin to do some wide reading relating to their specific topic and related issues. They begin to brainstorm key concept questions related to their issues and begin to gather resources. Our teacher librarian supports this stage and is quite involved in ensuring that students understand how to use Destiny to create lists of resources and maintain an ongoing bibliography as a part of being academically honest.
Towards the end of the week students begin to brainstorm their ideas for their central ideas and lines of inquiry. Each group then has a one-on-one session with me to formalize these very important components. I am amazed by the thinking of this year’s groups – this is our ninth exhibition, and this year it is evident that students have made the connection between the central idea and concepts and the lines of inquiry as defining the specific issues that will help to illuminate their lines of inquiry. One students comments to me, “Mrs. de Hoog, isn’t the exhibition like a unit of inquiry except it’s us who are writing the central ideas and lines of inquiry and deciding how we will inquire instead of the teachers?” BINGO! As each group meets with me they share their ideas and thinking. I listen closely as they speak and share. I help them to word-smith and ensure that they see the importance of concept driven central ideas and clearly defined lines of inquiry. Students are ready to move into more serious research now that week 4 is upon us!
Some of our 2013 Central Ideas:
The pressure to keep up with the changing idea of beauty affects the way people perceive themselves.
Sharing and caring for the earth’s water will help ensure a safer future.
Understanding the harm bullying causes within communities can enable people to take a stand against it.
Population growth is a global issue that impacts quality of life.
The increasing availability of weapons has significant and lasting consequences.
There are consequences for communities where there is a lack of available and adequate health care.
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.
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.
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.)
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.
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.