The staff at Branksome Hall Asia acknowledges that some of the ideas and language used in this booklet have come from the input of other PYP schools, the PYP documentation and resources on the IB Online Curriculum Centre. We sincerely appreciate the knowledge and expertise that has been shared with us by other PYP teachers. 2
Branksome Hall Asia Vision, Mission & Values 3
Exhibition Unit of Inquiry Transdisciplinary theme: Sharing the Planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. 4
Exhibition Student Guidelines The exhibition holds a place of special importance in the PYP, and you will be working on it for next 8 weeks. Through the exhibition you will demonstrate all of your learning in the PYP. The purpose of the exhibition is: to engage in a deep, collaborative inquiry to give an opportunity for you to demonstrate independence and responsibility for your own learning to explore different perspectives about an issue to use what you have learned in previous years and to reflect upon your journey through the PYP to demonstrate how you can take action as a result of your learning to work with people from the whole school community - parents, students and teachers to use and show a variety of skills and attitudes to celebrate the end of your primary schooling The exhibition process will involve you identifying, investigating (researching) and suggesting possible solutions for a real life problem or issue that fits in with the transdisciplinary theme, Sharing the Planet. In order to help you keep track of what stage you are up to you will find the following symbols in your booklet: Identifying Investigating Solutions The development of the exhibition will include the following: 1. Discussing possible real-life issues or problems to be investigated 2. Asking questions that help to define the central idea and to decide the lines of inquiry 3. Planning the exhibition 4. Gathering the necessary material 5. Recording and reflecting 6. Presenting the exhibition 5
Details for the development of the exhibition 1. Discussing possible real-life issues or problems to be investigated (researched) Talk with other members of the community - classmates, teachers, parents, other family members and experts in the field about issues or problems you have noticed in the school or local area, which could lead to an in-depth inquiry. These issues could be directly connected to your school or local area, and they may also be relevant to children in other parts of the world. 2. Asking questions that help to define the central idea and to decide upon the lines of inquiry Once you have chosen an issue or problem, all classmates will collectively come up with a central idea and lines of inquiry. After that, you need to write some questions that will help find out about the central idea and lines of inquiry. Use the PYP concepts (form, function, causation, change, connection, perspective, responsibility and reflection) to help you think about what you want to know. The central idea, lines of inquiry and questions will help you to stay focused during this investigation and help you find out about your exhibition issue. 3. Planning the exhibition Think about and record (write down) how you will find out about the central idea and lines of inquiry. Ask the following questions: Where do we find the materials and resources we need? Who might have useful information to help us? What kind of experiences might help us with our inquiry? Do we need to carry out any experiments? Do we need to prepare a questionnaire or survey? What kind of technology will we need to help us with our inquiry? 4. Gathering the necessary material This could include: A printed text book, magazine or newspaper A website An interview an expert, a teacher or a family member An experiment A work of art Always write down the source of your material. This information will vary according to the type of source you use and should be referenced according to the guidelines in your exhibition booklet. 6
Details for the development of the exhibition (continued) 5. Recording and reflecting Record all of your ideas in your exhibition booklet and make sure you reflect on the whole process as you go. 6. Presenting the exhibition Towards the end of the exhibition, you will need to think carefully about how you wish to present what you have found out. Use diagrams, drawings and/or photographs to help clarify and support your presentation. Make sure your presentation is clear and informative and appropriate for a range of audiences. You must always consider your presentation from other people s perspectives. And, finally, you should celebrate your learning. The exhibition will be held on Thursday April 9, 2015 for your parents and the Branksome Hall Asia community. This booklet is designed to help guide you through the entire process of the exhibition. Good luck and enjoy the journey through the exhibition! 7
Use the following checklist to help you work your way through the exhibition process and to ensure you have all your work completed on time. Week 1 Feb 9-13 : Introduction to the Exhibition, Presenters, Field Trip Week 2 Feb 23-27: Understanding the Transdisciplinary Theme & Key Concepts Week 3 March 2-6: Begin Inquiry & Meet Mentor Due date Completed Create group name and write team essential agreement Write team central idea & lines of inquiry Brainstorm research questions that will help your group investigate your issue use the key concepts to guide you Select the best research questions 2 or 3 for each group member. Complete the table explaining how your individual questions connect to the central idea. First meetings with your Exhibition mentor. Week 4 March 9-13: Begin Research Due date Completed What do you already know about your questions? What sources will you use to find out more? Use Resources Taking Notes to document your research. Research, plan and respond to your questions. Biweekly meeting with your mentor. Research and decide on your group s field trip(s) and submit your request form(s) to your lead teacher by the end of this week. Reminder! You are responsible for writing in your blog on a daily basis. Refer to the Daily Blog Reflections on page 67 to guide your blog entries. 8
Week 5 March 16-20: Field Trip Week, Research & Plan Action Create a plan on how you will take notes on your field trip. Go on your field trip(s) Make sure you have approval from your lead teacher. Biweekly meeting with your mentor. Continue your research Write a response for each of your research questions. Begin planning how to take action. Use the SEARCH graphic organiser to consider what actions you could take based on what you now know. Week 6 March 23-27: Take Action & Write Essay Take action. Biweekly meeting with your mentor Read and understand the summative assessment task. Begin writing your informative or persuasive essay. Week 7 March 30-April 3: Plan Station, Take Action & Submit Essay Continue to take action. Revise and edit your essays and submit to lead teacher Biweekly meeting with your mentor Complete the exhibition station Criteria for Success with your class and teacher. Plan and create your exhibition station with display boards. Plan your presentation and practice presenting skills. Week 8 April 6-10: Rehearse, Complete Station & Present Finish your exhibition station. Rehearse, rehearse, rehearse your presentation! Meet with your mentor if needed. Due date Completed Conference with your teacher before going any further. Teacher signature 9
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Throughout the exhibition you will need to work both independently and in a team to inquire into your issue. Use the dot points below to help you think about what this might look like. Inquiry is... exploring, wondering and questioning experimenting and playing with possibilities making connections between previous learning and current learning making predictions and acting purposefully to see what happens collecting data and reporting findings analyzing existing ideas and re-evaluating perceptions (the way you think about or understand something) of events deepening understanding through the application of a concept making and testing theories researching and seeking information taking and defending a position solving problems in a variety of ways Highlight the different elements of inquiry as you go. You should have all of them highlighted by the end of the exhibition. 12
An issue should be An issue is NOT 13
Some examples of global, local and personal issues are: Personal Local Global 14
FORM: What is it like? What does it look like? What can you see? Key Concepts CHANGE: How is it changing? Has it always been this way? What is different? RESPONSIBILITY: What is our responsibility? Should we do something to help? Can we make it better? PERSPECTIVE: What are the points of view? Who are the different stake holders? FUNCTION: How does it work? What are its different roles? How can it be used? What is its purpose? Are there other ideas or understandings? CAUSATION: Why is it like it is? What are the effects? What caused it to be the way it is? CONNECTION: How is it connected to other things? What else is it like? How does it interact with other things? REFLECTION: How do we know? What are the conclusions you can come to? Do you need to find out more? What is the purpose? What evidence can you find? 15
8 PYP Concepts 16
8 PYP Concepts (continued) 17
The key concepts are listed in the table below. Use them to think about what you want the focus of your inquiry to be. Examples of how to use concepts to focus on an inquiry: For our Where we are in place and time unit of inquiry, we wanted to focus on how past civilizations influenced modern society, so one of the concepts was connection (how does the past connect with present day?). One of our concepts for How we organize ourselves was function, so we looked at how the stock market worked. We also looked at how to use money responsibly, which explored the concept of responsibility. Key Concepts Form Change Responsibility Perspective Function Causation Connection Reflection On this page and the following page, use the concepts above to create questions that will help you research the central idea. Please label each question with the concept that you used to create your question. 18
Once you have written and are happy with your central idea and lines of inquiry, show your teacher and then you can write them on the front cover of your booklet. 19
As a group, brainstorm possible research questions. Use the key concepts and the related key questions to help you. Highlight the questions that you think will best help you investigate the central idea and lines of inquiry. Once you have highlighted your questions, decide which group members will investigate which questions. Each person must have 2 or 3 questions. 20
Complete the following table to show how your questions relate to the central idea and lines of inquiry. Question Concept My question will help me learn more about the central idea by... Conference with your teacher before going any further. Teacher signature 21
You will need to take notes that will help you answer your questions. Make sure that you write the question you are researching at the top of the page, as well as the name/s of the source you are using. Try using different note taking styles. Remember to keep track of your sources! 22
Question One: What do you already know? How are you going to investigate? Tick which resources you will use: Primary Sources requires you to interact with the source and ask for information. Person/Ask an expert Discussion/telephone call Interview Survey Email contact Observation Event Artefact Secondary sources are edited primary sources, second-hand versions. They represent someone else s thinking. Book Reference material Newspaper Magazine TV/radio Teacher provided resource Encyclopaedia Video/DVD Audio tape /disc CD ROM Atlases Pamphlet / posters Photos Primary or Secondary sources Internet web site Graph, chart, diagram, table Electronic encyclopaedia / search engines Online experts Where will I locate my resources? School library Public library Provided by teacher Internet Other: 23
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Question Two: What do you already know? How are you going to investigate? Tick which resources you will use: Primary Sources requires you to interact with the source and ask for information. Person/Ask an expert Discussion/telephone call Interview Survey Email contact Observation Event Artefact Secondary sources are edited primary sources, second-hand versions. They represent someone else s thinking. Book Reference material Newspaper Magazine TV/radio Teacher provided resource Encyclopaedia Video/DVD Audio tape /disc CD ROM Atlases Pamphlet / posters Photos Primary or Secondary sources Internet web site Graph, chart, diagram, table Electronic encyclopaedia / search engines Online experts Where will I locate my resources? School library Public library Provided by teacher Internet Other: 29
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Question Three: What do you already know? How are you going to investigate? Tick which resources you will use: Primary Sources requires you to interact with the source and ask for information. Person/Ask an expert Discussion/telephone call Interview Survey Email contact Observation Event Artefact Secondary sources are edited primary sources, second-hand versions. They represent someone else s thinking. Book Reference material Newspaper Magazine TV/radio Teacher provided resource Encyclopaedia Video/DVD Audio tape /disc CD ROM Atlases Pamphlet / posters Photos Primary or Secondary sources Internet web site Graph, chart, diagram, table Electronic encyclopaedia / search engines Online experts Where will I locate my resources? School library Public library Provided by teacher Internet Other: Conference with your team to make sure everyone is on the right track. Signed: 35
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Formative assessment task: Write a response for each of your questions. Now that you have collected information for each of your questions, bring your notes together to write a response (answer) for each question. You will need to think about how you are going to present your findings as a written task. For example, you may choose to write an information report or a persuasive piece. Question 1 Plan 41
Question 1 Draft 42
Question 1 How I will present the published copy Question 2 Plan 43
Question 2 Draft 44
Question 2 How I will present the published copy Question 3 Plan 45
Question 3 Draft 46
Question 3 How I will present the published copy Reflection 2 stars and 1 improvement write 2 things you have done well so far & 1 area of improvement. Conference with your teacher before going any further. Teacher signature 47
Now is your chance to make a difference! An important part of the inquiry and exhibition process is acting on what you have learned. Using the information you have gathered, make an informed decision about how you could help solve the problem or issue. What action could you take to bring about positive change in your own life and/or your local community? Use the SEARCH model provided to help you think about possible actions and then decide what action you could take. It could be a group or individual action. 48
On the next page there is a S.E.A.R.C.H model. Complete ONLY sections S and E. You then proceed to the following pages (51-53) where you will brainstorm possible modes of expression. 49
ituation What is the problem? motion How do I feel? ctions What can I do? eview What might happen? hoice Choose an action ow How is this similar to other actions? 50
Brainstorm possible modes of expression 1st Thinking: Does my mode of expression aim to: create others awareness and interest about an issue bring about change in others attitude / behavior improve a situation or solve a problem Does my mode of expression involve: myself or a small group of people members of the BHA community people outside the BHA community 51
Brainstorm possible modes of expression 2nd Thinking: Does my mode of expression aim to: create others awareness and interest about an issue bring about change in others attitude / behavior improve a situation or solve a problem Does my mode of expression involve: myself or a small group of people members of the BHA community people outside the BHA community 52
Brainstorm possible modes of expression 3rd Thinking: Does my mode of expression aim to: create others awareness and interest about an issue bring about change in others attitude / behavior improve a situation or solve a problem Does my mode of expression involve: myself or a small group of people members of the BHA community people outside the BHA community 53
Now go back and complete the SEARCH model. 54
Now that you completed the SEARCH model, decide which action you will take. What is it and how do you think your action will help solve the problem? Create an action plan that you will follow to achieve your goal. Conference with your teacher before going any further. Teacher signature 55
Summative Assessment Task In order to share and celebrate your learning you will be presenting your exhibition to the school community teachers, parents & students, on Thursday, April 9, 2015. Your group will a display stand that you can use on the evening to present the process you have been through and what you have learned this term. You will need to demonstrate your understanding of the central idea, lines of inquiry and key concepts. You will also show your understanding of the problem or issue that you inquired into and possible actions that could be taken, or that you have taken. Before you start planning how you will share what you have done you will create a Criteria for a Successful Exhibition Station with your class. You will be given time in class to prepare and rehearse your presentation. Criteria for a Successful Exhibition Station Criteria Completed Peer check 56
Exhibition Station Plan Use this space to plan what your station will look like and which members of your group will be responsible for which parts. 57
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Identifies and investigates a significant and relevant issue or problem Participates in the inquiry process Demonstrates use of the Transdisciplinary skills throughout the inquiry: Proposes solutions and makes plans for action/s Sharing the Planet Exhibition Assessment Rubric Needs guidance/ Not observed Does not identify or investigate a significant and relevant issue or problem. Requires teacher direction and monitoring during inquiry process. Doesn t demonstrate any or demonstrates aspects of one the transdisciplinary skills throughout the inquiry. Self and Teacher Assessment Approaching Expectations With teacher assistance, selects a significant and relevant issue or problem and creates concept-driven questions that lead to an investigation. Contributes to all stages of the inquiry process (research & presentation) with teacher assistance. Demonstrates use of some of the aspects of 2-4 transdisciplinary skills throughout the inquiry. Did not make plans for action. Attempted to use the SEARCH model. Made plans for action with teacher direction. Meeting Expectations Independently selects a significant and relevant issue or problem and creates concept-driven questions that lead to in-depth investigation. Independently takes initiative to participate in all stages of the inquiry process, from writing guiding questions to making plans for action. Demonstrates use of some of the aspects of all of the transdisciplinary skills throughout the inquiry. SEARCH model completed and used to help initiate action Independently makes feasible plans for action with limited teacher assistance and takes steps to initiate action. Exceeding Expectations Independently selects a significant and relevant issue or problem and creates concept-driven questions that lead to in-depth investigation Poses questions for further inquiry. Takes initiative to participate in all stages of the inquiry process. From writing guiding questions, to making plans for action. Takes appropriate action. Demonstrates all of the transdisciplinary skills throughout the inquiry. Skills are continually reflected on and areas to focus on are identified. Evidence of this is seen in the exhibition booklet. SEARCH model completed in detail and used to plan an action. Initiates action independently. Makes plans for future commitment (longer term plans) and/or community involvement. Branksome Hall Asia PYP Exhibition 2015 61
Learner Profile attributes and attitudes reflected in own behaviour Uses of a variety of sources to gather information and compiles a reference list that records use of a wide variety of sources Creates an interactive exhibition station that demonstrates the inquiry process (Group) (Group) Makes little or no connection between the PYP attributes and attitudes and own behaviour No evidence of the language or behaviour of the learner profile attributes and attitudes during the exhibition process. With teacher assistance, reflects on own behaviour using the PYP learner attributes and attitudes as a guide. Used some of the language of learner profile and attitudes during the exhibition process. Reference list not submitted. With teacher assistance, group completes reference list that: Exhibition station: is not interactive does not demonstrate the group s inquiry process. has evidence of 3 or 4 sources of information. is mostly presented in the correct format. With teacher assistance, exhibition station: is interactive. demonstrates some aspects of the group s inquiry process. Independently reflects on own behaviour using PYP learner attributes and attitudes as a guide. Group independently completes a reference list that: has evidence of 3-4 sources of information. uses both primary and secondary sources. is correctly formatted. Group independently creates an exhibition station that: is interactive and engaging for all audiences. demonstrates the group s inquiry process. Independently chooses learner profile attributes and attitudes to acquire and apply during the exhibition process. Reflects on own progress and improvement. Group independently completes a reference list that: has evidence of 4 or more primary and secondary sources of information. is correctly formatted demonstrates use of printed, online and audio -visual resources demonstrates use of time outside of school to locate resources Group independently creates an exhibition station that: is unique, engaging and interactive for all audiences. demonstrates the group's inquiry process in a comprehensive way. Branksome Hall Asia PYP Exhibition 2015 62
Listened carefully to others Needs guidance/ Not observed Needed frequent help from teacher to help keep organised and locate resources. Was constantly reminded to stay on task and focused. Goals were not met on time. Tasks handed in not at all/late or incomplete. Self-Management Skills Self Assessment Approaching Expectations Some teacher guidance needed to help keep organised and locate resources. Used time effectively and appropriately most of the time. All tasks completed, teacher prompting needed. Meeting Expectations Was organised and independently located and kept track of resources. Used time effectively and appropriately at all times. All aspects of inquiry process completed on time. Regular reflection completed and signed off by the teacher. Exceeding Expectations Was organised and independently located and kept track of resources. Assisted other group members to keep on track. Uses time effectively and appropriately all of the time. Able to plan ahead. All aspects of inquiry process completed in detail and on time. Regular reflection completed. Evidence of forward planning during the process. EFFORT rating scale: 5 = Outstanding 4 = Great 3 = Good 2 = Poor 1 = Not demonstrated / to be developed Took on a variety of roles in the group (e.g. leader & follower) Used time wisely Worked independently when needed. Took pride in the groups work Asked for assistance when required Worked well with the group Shared their ideas Completed all individual set tasks by the due date Allowed others to share their opinions and ideas Peer Assessment by Group Members Accepted responsibility for their actions Completed tasks at home when needed Cooperated with others Was courteous & considerate Showed respect for group members at all times Asked questions if unsure about something Used initiative to locate resources and organise meetings Spoke clearly in the presentation of the group s inquiry Branksome Hall Asia PYP Exhibition 2015 Organisation Time management Self-Management Skills 63
Reflecting on my Exhibition Rehearsal: Reflect any / some / all of these questions: How did the opening of the Exhibition go? What were some successes? What were some challenges / difficulties? What are some areas you could improve on? What were some comments you received? 64
Parents Reflection on My Exhibition: I learned that... I like... I suggest... 65
Reflecting on my Exhibition: Reflect any / some / all of these questions: How did the Exhibition go? What were some successes? What were some challenges / difficulties? What are some areas you could improve on? What were some comments you received? 66
Final Reflection: My Exhibition is a success for me because... 3 Things I have learned are... What makes this experience unforgettable is... 67
Every night you will write a blog reflecting on the exhibition work you completed that day. The blog should explain with some detail the tasks you worked on, what you learned, and what you plan to do next. Use the following questions to guide your response. What did I do today? What was important about what I did? Did I meet my goal for the day? How well did I do? What worked? What do I need to improve? What should I do next? What s my plan? On Thursday, your blog should specifically be a reflection about your use of the transdisciplinary skills. Please choose 4-6 skills to reflect about each week. (Record the date you reflect about the skills on the following pages.) Use the following questions to guide your reflection. What is one skill I used today? How did I use it? How well did I use the skill? What do I need to improve with the skill? Where could I use these skills or behaviors again? Blog Requirements: Title related to the content of the blog 6+ sentence blog reflection Media (picture, image, or video) related to content with citation Revised to make sense Edited for spelling, grammar, punctuation, and capitalization 68
The PYP outlines a number of skills that you should develop and use in all areas of your learning. These transdisciplinary skills are called social, thinking, research, communication and selfmanagement skills. The exhibition is an opportunity for you to demonstrate how capable you are of using all of these skills. Every day you will be writing a blog reflection. In your blog post each week, choose 4-6 skills to reflect on. Think about how well you demonstrated the skill. Explain what you did well or what you can improve in the coming weeks. Social Skills 사회성 Accepting responsibility - 책임감가지기 I think before I do something and I accept the consequences of things that I say or do. 저는행동으로옮기기전에우선생각하고제가하는말과행동에대한결과를받아들이고 책임을집니다. Respecting others - 타인에대한배려 I accept that everyone has their own ideas and beliefs and I listen to them carefully and try to understand. 저는사람들은각자자신만의생각과신념을갖고있다는것을받아들이고상대방의이야기 를자세히듣고이해하려고노력합니다. Cooperating 협동심 I think about how I can work well with others so that we all reach our goals. I don't try and take over or make decisions for others. 저는다른사람들과어떤협동해야공통된목표를이룰수있을지를생각합니다. 저는제의 견만내세우는행동은하지않습니다. Resolving conflict 갈등해결 When an argument comes up, I try to find ways to stop it. 타인과의갈등이생겼을때저는문제점의해결점을찾으려고노력합니다. Group decision-making 그룹의사결정 I listen to everyone's opinion when making a group decision. I accept that the group decision may not be the one I wanted. I understand that groups need to stick to their collective decision to work well. 저는그룹이같이공동의결정을내려야할때엔모두의의견을듣습니다. 그리고공동의결 정이제가원하던것도다를수있다는걸받아드리고공동의결정에따라야한다는것을이 해합니다. Adopting a variety of group roles 그룹워크에서필요한다양한역할들을받아 들이기 I do different jobs in the group each time; such as - reporter, recorder, timekeeper, manager or illustrator. 저는공동작업을할때상황에맞게리포터, 기록자, 관리자, 삽화가등의여러역할을수행 합니다. Date Reflection Completed 69
Thinking Skills 사고기술 Acquisition of knowledge 지식습득 I investigate, ask questions, and find out about new things. 저는조사하고질문하고새로운것들을배웁니다. Comprehension 이해력 I make sure I understand the things I find out. 저는새로배운것을제대로이해했는지확인합니다. Application 적용 I use the information I find out to make or do something. 저는무언가를하거나만들때배운정보를적용합니다. Analysis 분석 I look for the themes or big ideas in the information I find. 제가수집한정보에서의주주제를찾아봅니다. Synthesis 통괄 I use lots of different kinds of information from different sources to help. 저는다양한출처에서얻은다양한정보를사용합니다. Evaluation 평가 I decide whether the information I have found is useful for my question. 제가모은정보들이주어진질문을답하는데에도움이될지안될지를결정합니다. Dialectical thought 변증법적생각 I think about the contradictions between pieces of information. 저는여러정보들사이에서충돌하는내용이있는지를생각해봅니다. Metacognition 메타인지 I understand how I learn best. 저는저한테제일맞는배우는방식이무엇인지를알고있습니다. Research Skills Formulating questions 질문만들기 연구기술 I use factual questions, conceptual questions and provocative questions. 저는사실적인질문, 개념적인질문그리고도발적인질문을사용합니다. Observing 관찰하기 I decide what I need to look at in order to understand and I make notes. 저는어떤것을관찰해야하는지결정을하고관찰한것을적습니다. Planning 계획하기 I think about what I need to do and how I am going to do it. 저는제가무엇을해야하고어떻게할것인가를생각합니다. Collecting data 정보수집 I find useful information in different places. 저는다양한출처에서유용한정보수집을합니다. Recording data 정보기록 I write down, draw or record the information I have collected. 제가수집한정보를글로적고그림으로그리면서기록합니다. Date Reflection Completed Date Reflection Completed 70
Research Skills 연구기술 Date Reflection Completed Organising data 정보정리 I group together information which fits together in themes. 제가수집한정보안에서공동주제들을찾아주제에맞게정보를나눕니다. Interpreting data 정보해석 I think about what the information means for my question. 제가수집한정보가저의질문에관해어떤해답을주는지생각해봅니다. Presenting research findings 연구결과발표 I choose the best ways to present my research and findings to my audience. 저의연구결과를관중들에게제일잘전달할수있는발표방법을선택합니다. Communication Skills 의사소통능력 Listening 듣기 I listen to other people, to songs, to speeches, and to myself. 저는타인의말, 노래, 연설그리고내자신의말까지다귀를기울입니다. Speaking 말하기 I talk clearly and respectfully to other people. I am easy to understand and use language my audience can understand. 저는타인에게말을정확하고예의바르게합니다. 저는상대방이제말을잘이해하고알아 들을수있도록논리적으로말을합니다. Reading 읽기 I read all kinds of books, posters, and advertisements. I choose books that are appropriate for me and my subject. 저는여러종류책, 포스터, 광고들을읽습니다. 그리고저한테맞는적절한책들을선택합니 다. Writing 쓰기 I write many different kinds of texts (stories, reports, poems, advertisements, etc.) that are aimed at my audience. 저는독자가누구인지를고려하며다양한글쓰기 ( 이야기, 리포트, 시, 광고등 ) 를합니다. Viewing 보기 I look at films and artwork and think about what they are trying to teach me. 저는영화나그림작품을볼때그작품들이어떤교훈을주는지를생각해봅니다. Presenting 발표하기 I share my ideas and learning with others in a clear, easy to understand and appropriate manner. 저는정확하고이해하기쉬운말과태도로상대방에게저의의견을전달합니다. Nonverbal Communication 비언어적인의사소통 I use body language to communicate with others. I am always careful not to use offensive body language. 저는몸짓언어를사용해서타인과의사소통을합니다. 저는남이불쾌하다고느끼는바디랭 귀지를하지않도록조심합니다. Date Reflection Completed 71
Self-Management Skills 자가관리기술 Date Reflection Completed Gross Motor Skills 총체적 ( 대근육 ) 운동기능 I can run, jump, stop, turn, and use my body effectively. 저는달리기, 점프, 멈추기, 돌기등몸을효율적으로움직일수있습니다. Fine Motor Skills 소근육운동기능 I can control my body in little movements, e.g. cutting out, neat handwriting. 저는저의몸의작은움직임들 ( 자르기, 깔끔한글씨체등 ) 을통제할수있습니다. Spatial Awareness 공간인식 I know where I am in relation to others and the world around me. 저는제자신이타인과세상에어떻게연관되어있는지인지하고있습니다. Organization 정리 I make sure I have the things I need to work or play. I know where my stuff is, and I keep things tidy and easy to find quickly. 저는해야할일이있는지를확인하고제물건들이어디있는지알고있습니다. 그리고저는 물건을쉽게찾을수있도록정리정돈을합니다. Time Management 시간관리 I use my time sensibly, so that I get my work done on time. I think about what it is important for me to do first, and spend the most time on it. 저는할일을제시간에끝낼수있도록시간을현명하게사용합니다. 먼저무엇이제일중요 한지를고려해서시간분배를합니다. Safety 안정성 I act in a safe manner for myself and others at all times. 저는혼자있을때나타인과있을때나항상안전하게행동합니다. Healthy Lifestyle 건강한생활양식 I respect my body and mind. I make sure that I am balanced. 저는제자신의몸과마음을존중하고균형잡힌생활을합니다. Codes of Behavior 행동규칙 I act appropriately at all times. I respect other peoples feelings and situations. 저는항상적절하고올바르게행동합니다. 저는타인의기분과상황을존중합니다. Informed Choices 근거있는선택 I make decisions by thinking about the advantages and consequences. 저는어떤결정을내릴때엔그결정에대한장점과결과를생각하고결정합니다. 72
IB Learner Profile The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB 프로그램은공통된인간성과지구를보호하기위한책임감을인지하고더나은그리고더평 화로운세상을만드는것을도울국제적인마음가짐을가진사람을키우기위한프로그램입니 다. IB learners strive to be: Inquirers 탐구하는사람 Knowledgeable 지식을추 구하는사람 Thinkers 생각하는사람 Communicators 대화를잘 하는사람 Principled 원칙을지키는 사람 They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. 탐구하는학습자는세상에대한호기심을가집니다. 이런학습자 는독립적으로연구를수행할수있습니다. 이학습자들은새로운 것을배우고탐험하는것을사랑하며이러한학습에대한애정을 일생동안지닙니다. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. 지식을추구하는학습자는적절하고의미있는관념을탐구하며, 자신이학습한것을기억할수있습니다. 이학습자들은이러한 지식을확장시키며새로운상황에적용할수있습니다. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. 생각하는학습자는문제를독립적으로풀려고합니다. 이런학습 자는하나의문제및도전에마주하였을때많은해결책을생각해 낼수있습니다. 사고하는학습자는옳은결정을내릴수있으며, 그들의행동에서나올결과를예측할수있습니다. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. 대화잘하는학습자는한개이상의언어로생각하고대화할수 있습니다. 이학습자들은자신의생각을구어, 그림, 작문으로표 현할수있습니다. 또한수학적언어와기호를사용하여의사소통 을할수있습니다. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. 원칙을지키는학습자는자신및타인에게정직하며, 공정성에대 한감각을가지고있습니다. 학습자들은때때로지켜야할규칙이 있다는것을이해합니다. 도덕적추론에대한이해를갖고있습니 다. 73
Open-minded 열린마음을가진사람 Caring 배려하는사람 Risk-takers 도전하는사람 Balanced 균형잡힌사람 Reflective 자아성찰을하는사람 They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. 열린마음을가진학습자는사람은모두다다르다는것을인지하 고있습니다. 타인의관점에대해주의깊게듣고, 본인이결정을 내리기까지여러가지가능성여부를고려합니다. 학습자들은인 간각자를모두유일무이한존재로만들어주는이러한차이점을 기쁘게받아드립니다. They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. 남을배려하는학습자는자신주변의사람들이행복하기를바라 며, 또한그사람들의요구에세심하게대처합니다. 이런학습자 들은세계에대해생각하며그들이속한지역사회와주변환경을 돌봅니다. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. 위험을감수하며도전하는학습자는새로운것을시도해보려는 용기를가지고있습니다. 이러한학습자는문제가있을때이를 다양한방법으로해결하려노력합니다. 이학습자는옳다고생각 하는것을다른사람에게말할수있는용기를가지고있습니다. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. 균형잡힌생활을하는학습자는건강하며삶을살아가는데, 적절 한식이요법과운동이중요하다는것을인지하고있습니다. 이러 한학습자들은우리몸의신체적, 정신적측면사이의균형이얼 마나중요한지이해합니다. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. 자아성찰을하는학습자는자신이무엇을배우고경험했는지잘 알고있습니다. 이학습자들은자신의학습에세심한배려를하며 자신의개인적장단점을건설적인방향으로생각합니다. 74
IB Learner Attitudes IB 학습자자세 IB learners should demonstrate: IB 학습자는아래와같이행동해야합니다. Appreciation 감사 Commitment 헌신 Confidence 자신감 Appreciating the wonder and beauty of the world and its people. 세상과인류의경이로움그리고아름다움에감사하기. Being committed to their own learning, persevering and showing self-discipline and responsibility. 스스로학습에전념하며끈기있는모습과자제와책임감을보여 주기. Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices. 학습자로서자신의가능성에자신감가지며, 새로운것에도전하 는용기를지니고, 본인이배운것을응용할줄알며, 적절한결정 Cooperation 협력 Creativity 창조성 Curiosity 호기심 Empathy 공감 과선택을하기. Cooperating, collaborating, and leading or following as the situation demands. 협력과협조하며요구되는상황에따라이끌거나따르기. Being creative and imaginative in their thinking and in their approach to problems and dilemmas. 자신의생각과자신에게다가오는문제와어려움에대해창의적 이고상상력이풍부한자세를함. Being curious about the nature of learning, about the world, its people and cultures. 자연, 세계, 인류와문화학습에호기심을가지기. Imagining themselves in another s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others. 열린마음을가지고타인의관점에서상황을되돌아보며그들의 이유와기분을이해하기. 75
Enthusiasm 열정 Independence 독립 Enjoying learning and willingly putting the effort into the process. 배움을즐기며배움의과정에서적극적으로노력하기. Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments. 독립적인생각과행동을하며근거있는주장을바탕으로한판단 Integrity 진실성 Respect 존중 Tolerance 용인 력을키우고자신의내린판단을유지하기. Being honest and demonstrating a considered sense of fairness. 솔직해지고타당성과공정성을고려하기. Respecting themselves, others and the world around them. 자기자신, 타인, 그리고자신주변에있는세상을존중하기. Being sensitive about differences and diversity in the world and being responsive to the needs of others. 세상에존재하는다른점들과다양성을인지하고타인이필요로 하는것에관심을보이기. 76
Year 5 Exhibition ~ Learner Profile Self Assessment I demonstrated that I am: Evidence Reflection Inquirer 探求者 not at all a little some more than ½ a lot Thinker 思考者 not at all a little some more than ½ Communicator 交流者 a lot not at all a little some more than ½ a lot Risk-Taker 冒險者 not at all a little some more than ½ a lot Knowledgeable 知識淵博 not at all a little some more than ½ a lot Principled 有原則 not at all a little some more than ½ a lot Caring 有愛心 not at all a little some more than ½ Open-Minded 思想開放 a lot not at all a little some more than ½ Balanced 全面發展 a lot not at all a little some more than ½ a lot Reflective 反省者 not at all a little some more than ½ a lot 77
Year 5 Exhibition ~ Learner Attitudes Self Assessment I did this by showing: Evidence Reflection Appreciation 欣賞 not at all a little som e Commitment 承諾 more than ½ a lot not at all a little som e Confidence 自信 more than ½ a lot not at all a little som e Cooperation 合作 more than ½ a lot not at all a little som e Creativity 創造性 more than ½ a lot not at all a little som e Curiosity 好奇心 more than ½ a lot not at all a little som e more than ½ Empathy 能感同身受 a lot not at all a little som e Enthusiasm 熱情 more than ½ a lot not at all a little som e more than ½ Independence 獨立 a lot not at all a little som e Integrity 正直 more than ½ a lot not at all a little som e Respect 尊重 more than ½ a lot not at all a little som e Tolerance 寬容 more than ½ a lot not at all a little som e more than ½ a lot 78
Every group will have their own mentor to help guide them through the process of the Exhibition from Week 3 to Week 8. Your mentor is a member of the BHA faculty and has volunteered to be part of our PYP Exhibition community. The role of a mentor is: to advise and keep students focused on their inquiry. to encourage good communication skills among group members. to guide students to make connections on a personal, local and global level. to help students access more resources. to aid in time management. Your group is required to meet with you mentor twice a week. Once you know your mentor, your group needs to arrange suitable meeting times with her / him. Group responsibilities: Complete the first section of the mentor meeting form before each meeting. Remember and attend your mentor meetings twice a week. Complete the rest of the form during the meeting. 79
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