H.H.H.S.
IB School
Exhibition Mentoring
2011 – 2012
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Grade 5 Exhibition 2010
What is the IBPYP Exhibition?
In the final year of the IB program, students participate in a culminating
project known as the Exhibition. Students are required to engage in a
collaborative transdisciplinary inquiry process that involves them in
identifying, investigating and offering solutions to real-life issues or
problems. The central idea must be of sufficient scope and significance
to warrant a detailed investigation by all students.
The PYP exhibition has a number of key purposes:
 For students to engage in an in-depth, collaborative inquiry
 To provide students an opportunity to demonstrate independence
and responsibility for their own learning
 To provide students with an opportunity to explore multiple
perspectives
 For students to synthesize and apply learning of previous years and
to reflect upon their journey through 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 collaborative experience that incorporates
the essential elements of the PYP
 To celebrate the transition of learners in the primary to
middle/secondary education
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Grade 5 Exhibition 2010
What are the major features of the program that should be
evidenced throughout the exhibition?
Learner Profile – Becoming internationally minded means achieving application of
the learner profile. We strive to be:
inquirers, risk-takers, thinkers, knowledgeable, communicators, caring, open-minded,
reflective, balanced and principled
Key Concepts – The key concepts should be shown through the use of key questions
that guide student inquiry. The key concepts include:
Form – What is it like?
Function – How does it work?
Causation – Why is it like it is?
Change – How is it changing?
Connection – How is it connected to other things?
Perspective – What are the points of view?
Responsibility – What is our responsibility?
Reflection – How do we know?
Transdiciplinary Skills – Within the search for conceptual understanding of a
student’s topic, it is important that the student develop appropriate skills in the
construction of meaning. These skills include:
Social Skills – Accepting responsibility, respecting others, cooperation, resolving conflict, group
decision making and adopting a variety of group roles
Communication Skills – listening, speaking, reading, writing and non-verbal communication
Thinking Skills – Acquisition of knowledge, comprehension, application, synthesis, evaluation,
dialectical thought and metacognition
Research Skills – formulating questions, observing, planning, collecting data, recording data,
organizing data, interpreting data, presenting research findings
Self-Management Skills – gross motor skills, fine motor skills, spatial awareness, organization, time
management, safety, healthy lifestyle, codes of behavior and informed choices
Attitudes – We develop internationally minded students by instilling in them a set of
attitudes that will help them to become the traits of the learner profile. These
attitudes are:
Appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm,
independence, integrity, respect and tolerance
Action – All students must complete an authentic and appropriate action project.
This may take place at school or away from school with supervision and parent
permission. Students are encouraged to think of a variety of ways to take action!
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Grade 5 Exhibition 2010
PYP exhibition 2012
Dear mentors,
Thank you so much for your dedicated involvement and the
willingness to be part of this year’s PYP Exhibition. We truly appreciate
the help and time you are devoting to this cause.
As you may well know, the PYP Exhibition is the culminating
process in our students’ lives, celebrating their growth as international
students and global citizens. It is meant to give students an opportunity
of demonstrating their skills, knowledge, attitudes, profile, and abilities
to take action while being involved in an investigation of their own.
Therefore, the emphasis lies on the process of carrying out and
monitoring this inquiry as well as on the product being presented.
In order to support this personal inquiry, we are enlisting your help
in offering guidance and assistance to groups of students. A mentor is a
guide for students, being there to offer help with the process of
investigation. You may support them by:
o asking questions and helping interpret difficult information
o suggesting directions that they may take for their research
o suggesting possible sources of information
o reviewing the expectations of an excellent inquiry to be sure
that students are following their plan and that they are
within schedule.
We hope you an enjoyable experience in deepening learner’s
understanding and supporting their learning character. In addition, we
would like to kindly ask you to stop at times and complete the mentor
feedback form, on which you are asked to jot down some reflections
following meeting with students. Your feedback is an important part of
the process and will help us evaluate the work children are doing, as well
as address directly any problems that may arise.
Once again, we would like to thank you for your generous support
and commitment. Do not hesitate to meet with us for any inquiries you
may have.
Grade 5 Team
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Grade 5 Exhibition 2010
Agenda
Stage
Activity
Due Date
Preparing
- finalize the
process/guidelines/reflection
-Prepare Exhibition planner
-Overview for students
-Overview for parents
End of
February
Preassessment
Pre assess learners’ prior
knowledge on Exhibition
-Interview Grade 6 Learners
-View the Exhibition process
2010-2011
- Read the guidelines
-Mentors have to be present
February 10
Planning
phase
-Establish Essential
Agreements
-Introduce the Exhibition
Central idea
-Choose issues
-Check the reality of the
issues
-formulate questions using
key concepts
-draft the central idea and
lines of inquiry
-Mentor meeting
-Academic honesty
-Reflection
March 10
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Grade 5 Exhibition 2010
Tick box
when stage
is complete
Research
phase
Locating
resources
Using
Subject
areas to
organize,
Design,
layout
_People as a primary
resources
-Surveys
-Internet research
-Books, printed media
- Carry out a research in
focused groups to answer
the inquiries
-Mentor meeting
-Demonstrate
transdisciplinary skills,
attitudes, knowledge,
understanding and action
throughout the process
-Reflect on the elements that
you have demonstrated
April 15
-What shall I do with the
useful information I have
found?
-How will I design and
present
-Reflection
-Mentor meeting
May 1
Action phase -Choose/act/reflect
May 15
Draft
presentation
-Refer to the rubric
-preparations
-Reflection
-Mentor meeting
Learner Profile
Reflection/skills/attitudes
June 5
Presenting&
evaluating
-Prepare display/ Set up
exhibition
-Mentor Meeting
Present
Reflect
June 12
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Grade 5 Exhibition 2010
Reflection
phase
- conference with mentors
June 20
-Student, teacher,
community reflect on
Exhibition
-Discussions about challenges
and successes
-Did we achieve what we set
out to do? What could we do
better?
- In light of these reflections,
make notes for the following
year’s Exhibition.
What is my role as a mentor for exhibition?
 Encourage and support the efforts of the students
 Suggest/Provide resources
 Ask questions
 Help interpret difficult information
 Facilitate interviews/telephone calls
 Offer suggestions for action
 Assist with focus to topic/central idea
 Help with organization
 Document all meetings – Sign the student’s exhibition journal and
jot notes on back
 Be Reflective – Reflect on your meeting with your students on the
reflection notebook
What is NOT my role as a mentor? What should I NOT do?
 Do not do the work for them.
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Grade 5 Exhibition 2010
 Do not leave campus with your student without written consent
from the parents, teachers and principal.
 It is not your role to tell them the direction to take, but instead
ask probing questions to help facilitate their inquiry.
 Do not provide unreasonable access to materials or resources. We
want all students to be given the same opportunities.
 Do not hesitate to ask for help from the homeroom teacher or the
IB Coordinator.
We want this to be a wonderful experience for you and the students!
Questions to Ask During Each Phase of the Process
Research
Why did you choose this topic?
What connections have you made to the central idea?
How are you doing with locating resources?
Can I see some of the resources you have chosen?
(Make sure students can read AND comprehend the information.)
Tell me what you have found out about your topic so far?
How is your note-taking going? Can I see your note-taking notebook?
Are you documenting your resources in the bibliography section?
What is something that I can do to help you?
Have you thought about action? Have you considered...?
Do you have questions for all of the key concepts?
Can I help you think of more questions?
Activities and performance Task
What activities are you considering? Why?
What strategies have you used in your activities?
Have you supported them with important visual aids and graphic organizers?
Have you set individual assessment sheets?
Have you planned to meet the interest of all students? Are your activities interesting?
How are you synthesizing your notes? Are you using checklists?
What kind of writing are focusing on? Why that type?
Is your writing going to double for part of your action? If so, how?
How is your action plan moving forward?
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Grade 5 Exhibition 2010
Technology Integration
What type of technology are you thinking about using for your presentation? Why?
Who will your audience be?
Is there a way to tailor your presentation to meet the needs of various audiences?
Have you completed a paper plan for your technology product?
If yes – May I see it? Have you considered…?
If no – Can I help you get started on that?
How is your action project coming along? What resources will you need to complete the
task? What is your plan for acquiring those resources?
Have you started thinking about your oral presentation? If so, what are your thoughts?
Have you thought any about your tri-fold?
Mentor Guidelines for Assessing Individuals
Mentors will do this assessment, so you will need to block some time,
allowing plenty of time to complete the discussion. (Formative
assessments need to be completed during the assigned time.) Using the
assessment rubric, conduct individual conferences with each member of
your mentor group in order to assess them. Please use the following guide
to evaluate each of the elements on the rubric as you do the individual
conferences. Students will have their Action Plan booklet, their Journal
and Exhibition materials with them. Students also have a guide similar to
this to help them prepare.
Interview 1-2: KNOWLEDGE AND KEY CONCEPTS:
Please refer to the Action Plan Booklet. Show me the work you did on
formulating questions.
Interview 3: TRANSDISCIPLINARY SKILLS:
Tell me about the transdisciplinary skills you applied and show me some
evidence.
Interview 4: Action
Tell me about the action that you are willing to take within the school
community
Interview 5: REPRESENTING FINDINGS- EFFECTIVENESS OF
MESSAGE- DEPTH OF UNDERSTANDING:
Discuss how you plan to present your findings to your audience.
Depending on when you do the assessment, teams will be at different
stages of this process.
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Grade 5 Exhibition 2010
How is your audience going to be involved? This should be more than
just: “filling in the evaluation sheet and looking at our website, reading
our information, etc”.
What do you want your audience to understand about your central idea,
and why is that message important?
Interview 6: LEARNER PROFILE:
Ask students to refer to the Journal entries and discuss with them their
strengths, weaknesses and any changes that they have noticed
throughout the Exhibition journey.
Exhibition reflection tool
Level of achievement
Action
Low
Teachers understood the requirements of the
exhibition and how to assess it.
Teachers guided students through each phase of the
process.
Students were provided with formative feedback
throughout the process.
Parents were informed about the nature of the
exhibition, its role in the programme and the work
expected from the students.
The exhibition was thoroughly planned well in
advance and records were kept of the process.
All students were actively and productively
involved in the exhibition from planning stages to
the final presentation.
The exhibition reflected all major features of the
programme including evidence of the five essential
elements.
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Grade 5 Exhibition 2010
←
→
High
The exhibition incorporated a range of media and
forms of expression (for example, written work,
oral presentations, performances).
The exhibition was shared with members of the
wider school community (for example, governing
body, parents, secondary school colleagues and
students).
There was adequate assessment of and reflection on
the exhibition, with opportunity provided for input
from students, parents and teachers.
There was appropriate monitoring of the exhibition
and adequate records were kept of teacher
collaboration and reflection.
The exhibition allowed students to demonstrate and
reflect on the attributes and attitudes of the IB
learner profile.
Based on standard D2, IB Programme standards and practices (2005)
MENTOR MEETING FEEDBACK
Mentor Name: _____________________________________________
Group Members: ___________________________________________
Date: ______________________________________________________
Please take a minute to respond to the following questions:
What went well in your mentor meeting today?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What concerns do you have about your group/individual students?
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Grade 5 Exhibition 2010
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What do you need your homeroom teacher to know about your individual
students?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What plan do you have for your mentor meeting next week?(Group needs)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Thank you for taking the time to meet with our students! They are
enriched because of the time you have given!
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Grade 5 Exhibition 2010