th 5 Grade Exhibition Parent Information Night February

th 5 Grade Exhibition Parent Information Night February 21, 2013 Lakeville Elementary 6: 00 -7: 00 pm

Exhibition: What is it? The Exhibition is: § brand new to Lakeville! § a group inquiry (investigation) § an inquiry that starts from personal interest and passions, but extends into real world issues § an inquiry that requires students to apply their learning from previous years § a ‘rite of passage’ from IB’s Primary Years Program to Middle Years Program § a mini “dissertation” of sorts § about the process not about the product

So what exactly does this “process” entail? • Student led, in-depth inquiry facilitated by teachers and mentors • Research into the issue and how it connects to the central idea of our unit • Student led action that stems from their issue • Constant reflection of the process by the student

Our Exhibition Unit of Study Transdisciplinary Theme: “Who We Are” Central Idea: Changes people experience at different stages of their lives affect their evolving sense of self. Lines of Inquiry: • The physical, social, emotional and intellectual changes that occur throughout life • Factors that contribute to well-being during adolescence • How relationships contribute to our self-concept

How Will Students Choose An Issue? • After students brainstorm issues in a similar fashion, they will have the opportunity to choose the topics they are most passionate about researching using a 3 -2 -1 scale. • Teachers will use their discretion in forming groups of 3 -4 students.

Mentors and the Exhibition • Each student group will have an adult mentor to help guide, evaluate and advise the group’s inquiry. • The mentor will meet with groups at least once a week and help guide the group’s progress. • Mentors will not be in charge of directing the students, but rather, will help facilitate their inquiry by contacting professionals, finding resources, keeping groups on track, etc.

How Much Time Do Students Spend Working On The Exhibition? • The students will start brainstorming ideas and thinking about concepts next week! • The students will then spend about 9 weeks working on their inquiries in March and April. • Student groups will have a chance to meet every Friday morning until exhibition! • Students will have weekly meetings with mentors. • There will be ‘mini skills’ workshops that will help inquiries progress (workshops by NHS students, mentors and teachers).

The Role of Parents, Mentors and Teachers Guide, Evaluate and Advise Support Parents Mentors Student Groups Facilitate and Assess Teachers

The Final Product Students will have an opportunity to present their knowledge on May 9 th at our Exhibition Ceremony. The Exhibition should include: ücomprehensive research about their issue üevidence of student led action üoral presentations üperformances in any medium – dance, drama, film, video, mixed media

How Do We Assess Student Work? Remember: we assess the process more than the product. • The students will create an exhibition binder that houses their research, timeline, reflections and resources. • This binder will include a reflection journal that shows how their thinking and goals have developed.

How Do We Assess Student Work? (continued) • There will be five rubrics per group inquiry. • Each rubric will assess a different aspect of the Exhibition: 1) 2) 3) 4) The reflection journal (academic rubric) Research/inquiry skills (academic rubric) Learner Profile and IB Attitudes (skills rubric) Transdisciplinary Skills (communication skills, thinking skills, self-management skills, social skills) (skills rubric) 5) The final product/presentation (academic rubric) • Teachers, students and mentors will all use the rubrics to help assess

What Will Grades Look Like? • It is possible that a group will score very highly on one rubric and not so well on another. The rubrics will not be ‘averaged out’. • Thus, there will not be one final grade at the end. • Students will have multiple opportunities throughout the process to evaluate themselves in these categories and revise or continue with these skills.

How Can Parents Help? Parents can: a) keep informed about the process by reading newsletters b) discuss your child’s progress by filling out weekly reflection sheets c) support and encourage their children d) provide knowledge e) help to locate resources – people, places, media and information f) celebrate with the students by attending the final presentations

What About Homework? • The children will have less homework in other subjects during this time. • Homework in math may still be given each week. • The children should use their time at home to research and prepare for the work in class. research prepare • The actual work should be done in class so the teacher can keep track of progress.

Things to Keep in Mind During the Process…. ü As with any inquiry, there will be times when it seems that students are not being very productive. ü Sometimes there will be lot of discussion and thought but this will not result in anything that can be seen. ü Students (and adults) need time and space to wonder about things and consider their plans. ü This is why we place so much emphasis on the student binder. They will show the understanding of concepts and application of skills (e. g. problem solving) more than the final product. This will illustrate the process.

Questions? ? ?

Top Ten Responsibilities of Teachers/Administrators during the Exhibition 1. Everyone needs to have an understanding of the purpose and requirements of exhibition 2. Everyone needs to communicate regularly with students, parents and others 3. Develops essential agreements with all and informs everyone involved 4. Initiate, facilitate and guide the exhibition process 5. Administer, coordinate and allocate sufficient time for collaborative planning for teachers

Top Ten Responsibilities of Teachers/Administrators during the Exhibition (continued) 6. Administer, coordinate and provide opportunities for professional development and support 7. Keep detailed records of the process, including the reflection 8. Help students construct meaning through problem -based learning (student led inquiry) 9. Empower students to feel able to take action 10. Encourage and join in with students to celebrate learning