Being a Mentor at The Exhibition

1. Being a Mentor at The Exhibition Claudia Fayad PYP Coordinator Colegio Colombo Británico

2. Unit of InquiryTheExhibition *Students *Follow a more teacher– *Structure & plan structured approach independently *Teachers *Grade teachers mostly *Other teachers in school—mentors *Time *Regular planning times *More prep time throughout school year *Closing *A more modest celebration *A bigger event with the whole community *Reflection *More teacher-structured*Done via Journaling & learning logs *Transdisciplinary *One-to-one correspondence *All can be applied— Themesregardless of topic *Central Idea *Created by teachers *Created by students *Key Concepts *Some are selected *All must be included *Skills *Some are selected *All groups included *Attitudes *Some are selected *All must be included *Profile *Some are selected*All must be includedAttributes *The Planner *The official one, by teachers *An adapted one,by students

3. Ourchoice: Personal Inquiry Personal Inquiry model Collaborative Inquiry Model • It elicits meaningful connections in students • It has the benefit of tapping into students’ interests and ensuring that they are fired up on the issue • It is more student-centred, therefore more conducive to differentiation • The challenge is being able to find a common, underlying theme—one that encompasses a single, big idea • It stresses significant concepts • It is much easier to manage because of its narrower focus • The advantage is to have everyone centred around an issue that is important to the school • It tends to be more conducive to action • BUT it is school-centred, not student centred

4. The Exhibition should be a celebration of learning— so, unless we take into account students’ interests, there’ll be nothing celebrative about putting in that much work

5. OurTheme: SharingthePlanet • You can see ANY issue or student interest under ANY Transdisciplinary Theme! • There is nothing wrong with leaving Sharing the Planet (or any other Transdisciplinary Theme, for that matter) as the common one for all students, since concepts do not belong to any particular Theme but are Transdisciplinary—therefore, ALL can be made to relate to ONE common Theme!

6. OurMentors • Knowledge of the elements of the Programme is CRITICAL –so we’ll ‘stick within the programme’ (just try to imagine yourselves “explaining the inner workings of the PYP” to a Bach teacher!)  • Some of us should be left out—this could unjustly favour some group in terms of time and/or resources—plus, they should work with ALL students • We are not that comfortable with the idea of allowing parents to mentor—just yet 

7. OurLanguages • Prepare bilingually—to be ready for any audience • Depending on the issue and M.O.—for instance, if interviews in Spanish are going to be required • Presentation in one language and display or slide show in another • Have students prepare 3 presentations: • In English, for school visitors • In Spanish, for parents—most of them, anyway • A simplified version for First & Second graders

8. Ourchoice of venue • In little stands, and also with a big audience • Both approaches are mixed • Different venues allow everyone in the community to see everything about The Exhibition during that week

9. Ebb-&-flow approach in the evening • Opening as a whole group with motivation by drama club to ‘prime’ the audience for what they´re going to see in the gym • Mentors are there, encouraging parents to go elsewhere after seeing their child’s presentation —Coordinator & Head nicely make sure parents don’t wander outside • Gather everybody together at the end—a chance to celebrate and thank mentors

10. More ideas forstaging • Use the time to show ‘emotional’ video summarising the process—make sure shots from the actual night are included! • Have a huge mural for parents to write their feedback • But additionally send a slip home for more formal feedback

11. What is the role of mentors in TheExhibition?

12. HART’S LADDER OF PARTICIPATION

14. 8) Young people-initiated, shared decisions with adults • This happens when projects or programs are initiated by young people and decision-making is shared between young people and adults. • These projects empower young people while at the same time enabling them to access and learn from the life experience and expertise of adults.

15. 7) Young people-initiated and directed • This step is when young people initiate and direct a project or program. • Adults are involved only in a supportive role.

16. This is somewhat controversial an issue for many people working with and around young people. • Essentially, the debate is which of these levels of participation is actually the most meaningful? • Both arguments have merit; ultimately, it is up to us to determine which form of decision-making best fits with our needs. The 7/8 Debate Roger Hart's Ladder of Participation shows young people-initiated, shared decisions with adults as the top form of young people's participation, followed immediately by young people-initiated and directed.

17. MENTORING FOR THE EXHIBITION Whatisit and itisnot

18. AnExhibition Mentor is NOT • A tutor • An editor • A proofreader • A guardian • A disciplinarian • Anexpert in thetopicchosen • Anadvocateforthegroup

19. AnExhibition Mentor IS Aninquiryconsultant for a group of youngsters whomeetswiththemon a weeklybasis toprovidenotonlyfeeback but “feed-forward” in orderto guide them towards a successfulExhibition

20. The Inquiry Cycle 1 Planning 7 Action 2 6 Focusing and Preparing Evaluation 3 FindingInformation 5 Synthesis 4 UsingInformation

21. Youwillberequiredto • Meetwithyourassignedgroupeachweekfor a doubleperiod (block) • Dedicateyourselftoguidingyourgroup’sinquirytothebest of yourknowledge and ability, accordingtoguidelinesgiven, and withinthe PYP framework and IB philosophy • Maintainfrequent and open communicationwithyourstudent’sclassroomteacher

22. Theissue of ‘expertise’ • As a mentor you don’t need to be an expert in the chosen topic—conduct your own inquiry if necessary! • The main purpose in The Exhibiton (or any transdisciplinary unit of inquiry) is quite different from achieving topic expertise • Quote by Mel Levine: “an affinity can bring on expertise.”

23. Resources • CommunityThemewww.ibo.org • The OCC http://occ.ibo.org • IB ExhibitionGuidelines (e-library) • Forums (green bar ontheleft) • View Resources (search) • Home Page (exhibitionsamplesgrid) • Google it! • You-tubeit!

24. Mentor-Teacher Communication • Communication mentor-teacher is VITAL—the teacher needs to follow up on what the mentor is doing • Log for information exchange • Agenda for each mentor meeting • Aims for the following meeting must be clear • All goes in the folder kept by the class teacher • Keep things simple, quick • INFORMATION to teachers and FEEDBACK to mentors is crucial

25. Folders • Classroom teachers should keep a folder for each group to keep track of work done by mentors • Guidelines and forms must be clear to avoid confusion, overlapping and misunderstandings • The PYP Coordinator needs access to all those folders to supervise progress

28. Collaboration • Everyone in school needs to understand the importance of The Exhibition in order to make valuable contributions • Collaboration: • Among teachers • Among students • Among teachers and students • Wikis—use is compulsory this year! 

29. ASSESSMENT PlanningforEvaluation of theExhibition

30. Assessment • Assessing individual student learning within The Exhibition • Assessing The Exhibition as a process • Assessing the elements of the PYP within the school using The Exhibition as a tool • Assessing the implementation of the Programme

31. Assessment: The Student PYP Essential Elements Action Concepts Someapplication Understanding Attitudes Skills Knowledge Feelings and Interactions To do independently Content tofindout

32. AcademicHonesty • Even though it formally appears as a DP consideration, students need to start learning about making sure they avoid plagiarism • Agreement on a single format for bibliography for the entire school, and training Exhibition students in how to use it is crucial: APA

33. Policy can be found in the green, left-hand column at the OCC • Reflect on it, share it with students • Why do students cut & paste? Because they lack the skills to process information—so they take the easy way out • The key is really in the prompt—don’t say ‘bring info on…’—instead, ask for a product which requires processing of information • Model it—WALK THE TALK!

34. More Documentsneeded • GuidingBooklet • ThePlanner • Timeline

35. Thankyouforvolunteering! 