Exhibition journal

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 Team members

Mentor´s name

INTRODUCTION
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The exhibition is the final collaborative experience of the final year of the Primary Years Program (PYP),
representing an authentic process in which students explore, document and share their understanding
of an issue or opportunity of personal importance. In it, students demonstrate their ability to take
responsibility for their own learning and their ability to carry out actions, since they are actively involved
in the planning, presentation and evaluation of learning.

The exhibition is also a wonderful opportunity to demonstrate the agency of the students, as well as
the community that has educated them over the years in the PYP. The learning community participates
in the exhibition, supporting and celebrating the development of internationally minded students who
are making a positive impact on their lives and the lives of others. For this reason, it is a very important
event in the life of the school and the students.

OBJECTIVES

The key objectives of the exhibition are:

● Allow students to participate in a deep and collaborative inquiry project.

● Give students the opportunity to demonstrate agency and responsibility in relation to their
learning.
● Give students the opportunity to demonstrate the attributes of the learning community profile
in authentic contexts.
● Give students the opportunity to explore multiple perspectives.
● Provide an authentic process for students to track, document and present their learning.
● Give students the opportunity to synthesize and apply their learning
● Allow students to take action as a consequence of their learning.
● Bring together teachers, students, and other members of the learning community in a
collaborative experience.
● Provide an authentic context for students to reflect on their PYP education.
● Support the well-being of students by celebrating their transition to the next stages of their
education.
● Provide an authentic task for the community to evaluate their implementation of the PYP.
● Give students the opportunity to interact with the broader learning community and celebrate
their achievements.

IBO. (2018) From principles to practice in the PYP, The Learner.

Exhibition Features

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 The exhibition is initiated and designed by the students, and is carried out collaboratively.
At the exhibition you will be in charge of:
● Choosing the issue or opportunity to explore and the transdisciplinary theme.
● Developing the central idea, the lines of inquiry and the identification of the key and related
concepts that will drive the inquiries.
● Identifying what knowledge you’ll need to acquire, as well as the skills you will need to develop.
● Designing your own learning goals and establishing your own achievement criteria.

With the help of your teachers, mentors, and peers, design strategies and tools to document and self-
assess your learning, and to evaluate the success of the exhibition.
You will collaborate with your peers, teachers, and mentors throughout the exhibition process.
You will exchange feedback and information about progress.

Who will help us? How will we know what we have learned?

● Classmates Through our personal reflections.

● Mentors Self-evaluations and co-evaluations.
● Teachers
● Parents

How long will it take? How will we document and track our learning?

We will start at: Exhibition journal

Exhibition planner
Our presentation will be at:

ROLE OF THE STUDENTS

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● Understand the purpose and requirements of the exhibition from the beginning of the process.
● Participate in choosing a real-life issue, problem or opportunity for presentation.
● Develop your inquiry by collaborating with teachers in formulating the central idea, lines of
inquiry, and questions.
● Determine the key and related concepts to explore.
● Demonstrate an understanding of concepts through questions in the inquiry process.
● Explore knowledge and conceptual understanding that are meaningful, relevant, stimulating
and interesting.
● Inquire into transdisciplinary themes.
● Demonstrate and apply the attributes of the learning community profile through your learning.
● Engage in actions: exhibition can begin with an action, or emerge throughout it.
● Use and demonstrate the skills of learning approaches.
● Select and use a variety of strategies and resources to develop your inquiries, for example,
personal experiences, interviews, surveys, educational visits, objects, scientific investigations,
working models.
● Engage in deep, collaborative, student-led inquiry facilitated by teachers and mentors.
● Jointly construct achievement criteria and opportunities for reflection that include a self-
assessment of your learning and an evaluation of the exhibition process.
● Respect academic honesty.
● Celebrate your learning by sharing the exhibition with the learning community.

ROLE OF TEACHERS

● Understand the objective and requirements of the exhibition.

● Provide clear guidelines for the exhibition.
● Initiate, facilitate and guide the exhibition process.
● Plan collaboratively with other teachers and mentors.
● Support student inquiry and ensure the individual participation and well-being of each student,
taking into account their interests, needs and prior knowledge.
● Communicate regularly with students, mentors, and the learning community.
● Develop essential agreements with students regarding academic honesty to ensure they
demonstrate responsibility in their learning and integrity in using resources.
● Encourage students to use a balanced mix of primary and secondary sources.
● Evaluate the exhibition process.
● Document the process, including ongoing reflection.
● Enable students to feel able to take action as a result of exhibition inquiry.
● Act as a mentor when required or when appropriate.
● Celebrate the exhibition with the students.

What happens during the Exhibition?

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To be prepared, we will do the following:

● Learn about the exhibition

● Review the learning approaches, action, concepts and profile of the learning
community.
● Learn to develop expectations
● Create an essential agreement
● Agree on the responsibilities of the exhibition

To plan it, we will do the following:

● Identify my interests, ideas, passions, strengths and experiences with

local and global issues and opportunities.
● Identify an issue or opportunity
● Think about what we think we know about the issue or opportunity
● Explore the issue or opportunity
● Define the issue or opportunity
● Formulate and classify questions about the issue or opportunity

To collect information we will do the following:

● Brainstorm possible resources

● Identify key vocabulary that helps us in the search
● Collect data and information through the following activities:
– Search for resources
– Evaluation of the credibility and usefulness of these resources
– Documentation of the resources we use
– Documentation of what we learned from them

To organize ourselves we will do the following:

● Classify our information

● Write a central idea
● Identify lines of inquiry

To take action we will do the following:

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● Reflect on what we have learned
● Brainstorm what we could do as a result
of our learning
● Choose an action
● Act
● Share our learning
● Learn to develop expectations
● Create an essential agreement
● Agree on the responsibilities of the exhibition

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Learning about the exhibition…

Before I thought …

Now I think…

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My expectations of the Expo are…

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 Previous exploration

APPROACHES TO LEARNING
PERFIL DE LA COMUNIDAD DE APRENDIZAJE

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LEARNING COMMUNITY PROFILE

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_________________________________________ Preliminary exploration

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Why are they important for the Exhibition?

Approaches to learning Action

EXHIBITION

Concepts Learning community profile

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 Transdisciplinary Description
themes
An inquiry into the nature of being; our convictions and values; personal, physical,
Who we are mental, social and spiritual health; human relationships, including our families, friends,
communities and cultures; our rights and responsibilities; what it means to be a
human being.
An inquiry into our spatial and temporal orientation; our personal stories; our homes
Where we are in and trips; the discoveries, explorations and migrations of humanity; the relationships
place and time between individuals and civilizations and their interconnection, from local and
global perspectives.

An inquiry into the ways in which we discover and express our nature, our ideas,
How we express
ourselves feelings, culture, principles and values; the ways in which we reflect on, expand and
enjoy our creativity; the way we appreciate the aesthetic value of things.
An inquiry into nature and its laws; the interaction between nature (the physical and
How the world material world) and human societies; the way humans use their understanding of
works scientific principles; the impact of scientific and technological advances on society
and the environment.

An inquiry into the interconnectedness of human-created systems and communities;

How we organize
ourselves the structure and function of organizations; decision making in societies; economic
activities and their impact on human beings and the environment.
Una indagación sobre nuestros derechos y responsabilidades al esforzarnos por
compartir recursos finitos con otras personas y otros seres vivos; las comunidades y
Sharing the planet
las relaciones entre ellas y dentro de ellas; la igualdad de oportunidades; la paz y la
resolución de conflictos.

What transdisciplinary topic will your inquiry focus on? Why?

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Our central idea is…

Mentor’s comments:

The key concepts are… The related concepts are…

Lines of inquiry are statements or phrases that define the scope of a unit of inquiry.

inquiry, they also help clarify and develop understanding of the central idea.

Our lines of inquiry are:

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 LEARNING OBJECTIVES, WHERE IS MY LEARNING GOING?

What do you want to know What would success look How would I make a
and understand? like? What skills could you positive change in my
community?
use?

My learning objective(s) are:

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 ACHIEVEMENT CRITERIA HOW WILL I LEARN IT? HOW WILL I KNOW WHAT I HAVE LEARNED?

Define, identify, Classify, describe, Sequence, classify, Generalize, predict,

remember, name, draw, enumerate, make compare and contrast, Reflect, evaluate,
search, label, match. formulate hypotheses,
algorithms, define, follow explain causes or effects,
create, test, plan, justify,
a procedure. analyze, make an suggest, argue,
analogy, organize, compose, prioritize,
design, build, carry out,
distinguish, interview, ask,
invent, conclude,
apply, analyze, establish. criticize, debate, explain,
give reasons, qualify,
judge, recommend,
support, test, validate.

The achievement criteria for the exhibition are:

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 Learning Approaches (Start)

Start

Formulation and planning

Data collection and recording (audio recording, drawing,
RESEARCH SKILLS

Information photography).
management
Synthesis and interpretation
Evaluation and communication
Media literacy
Ethical use of media and information
Oral comprehension
Information
COMMUNICATION

Interpretation
exchange
Oral expression
SKILLS

Reading
Alfabetización
Written expression
ICT
Organization
Effective time and task management
SELF MANAGEMENT

Mindfulness
SKILLS

Perseverance
Moods Resilience
Emotional management
Self Motivation
Interpersonal Interpersonal Relationships
SOCIAL
SKILLS

relationships, social
and emotional Social and emotional intelligence
intelligence
Analysis

Critical thinking Assessment

THINKING SKILLS

Decision formation
Generation of original ideas
Creative thinking
Consideration of new perspectives
Transfer of information
Reflection and metacognition

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 Community Profile Attributes (Start)

ALMOST
ATTRIBUTE INDICATORS NEVER SOMETIMES
ALWAYS
ALWAYS

● I am curious and always ask myself questions.

● I always research what interests me.

INQUIRER
● I learn autonomously.
● I always want to learn.

● I am consistent with what I think and do.

BALANCED ● I am consistent with what I feel and say.

● I respect the different points of view of others.

OPEN MINDED ● I show willingness to learn from others.

● I recognize my strengths.

● I recognize my areas of opportunity.

REFLECTIVE
● I think about why I learn.
● I make good decisions.
● I work autonomously and collaboratively.
RISK TAKER ● I explore new creative ideas
● I show resilience when facing different situations.
● I use my creative thinking skills.

THINKER ● I face complex problems.

● I make well thought out decisions.

● I use my knowledge to investigate different problems.
● I am looking for information regarding what interests
me most.
KNOWLEDGEABLE
● I try to know about current situations and problems.

● I use different sources of information.

● I act honestly.

PRINCIPLED ● I respect the rights of others.

● I assume the consequences of my actions.

● I express myself with confidence.

COMMUNICATOR ● I express myself in different languages.

● I listen carefully to other people's perspectives.

● I show empathy with others.

● I actively help others with their needs.
CARING
● I participate in common activities.

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Highlight what you need to work on more.

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WHAT LEARNING APPROACHES AND PROFILE ATTRIBUTES WILL WE DEVELOP?
Inquiry
APPROACHES TO LEARNING

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LEARNING COMMUNITY PROFILE

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My questions and developing theories are:

What new questions do I have? What are my theories? How can my questions help me deepen my
understanding of the central idea?

Central idea.

Key concepts.

Lines of inquiry Questions

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 Resources

Search for resources (time, people, places, technologies, learning spaces, physical materials)
What resources do I need to be successful and how will I use or organize them?

What sources—people, and print or digital sources—can provide us with useful information?
When considering which fonts to use, we will always ask the following:
Is this source credible? Is it plausible? Should I trust it? Does it answer my questions?

Identification of key vocabulary

What words should we use in the search to find the correct information? What words do we
need to understand to better understand our issue or opportunity?

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 LEARNING APPROACHES
RESEARCH SKILLS

● Formulate relevant questions of interest that can be investigated.

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● Develop a plan to find the necessary information.

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 ● Compilation of information from primary and secondary sources

● Registration of information using various graphic resources.

● Sort and classify information.

● Obtaining prior conclusions.

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Highlight what you need to work on more.

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 Learning approaches (process)

Start

Formulation and planning

Data collection and recording (audio recording, drawing,
RESEARCH SKILLS

Information photography).
management
Synthesis and interpretation
Evaluation and communication
Media literacy
Ethical use of media and information
Oral comprehension
Information
COMMUNICATION

Interpretation
exchange
Oral expression
SKILLS

Reading
Alfabetización
Written expression
ICT
Organization
Effective time and task management
SELF MANAGEMENT

Mindfulness
SKILLS

Perseverance
Moods Resilience
Emotional management
Self Motivation
Interpersonal Interpersonal Relationships
SOCIAL
SKILLS

relationships, social
and emotional Social and emotional intelligence
intelligence
Analysis

Critical thinking Assessment

THINKING SKILLS

Decision formation
Generation of original ideas
Creative thinking
Consideration of new perspectives
Transfer of information
Reflection and metacognition

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 Community Profile Attributes (Process)

ALMOST
ATTRIBUTE INDICATORS NEVER SOMETIMES
ALWAYS
ALWAYS

● I am curious and always ask myself questions.

● I always research what interests me.

INQUIRER
● I learn autonomously.
● I always want to learn.

● I am consistent with what I think and do.

BALANCED ● I am consistent with what I feel and say.

● I respect the different points of view of others.

OPEN MINDED ● I show willingness to learn from others.

● I recognize my strengths.

● I recognize my areas of opportunity.

REFLECTIVE
● I think about why I learn.
● I make good decisions.
● I work autonomously and collaboratively.
RISK TAKER ● I explore new creative ideas
● I show resilience when facing different situations.
● I use my creative thinking skills.

THINKER ● I face complex problems.

● I make well thought out decisions.

● I use my knowledge to investigate different problems.
● I am looking for information regarding what interests
me most.
KNOWLEDGEABLE
● I try to know about current situations and problems.

● I use different sources of information.

● I act honestly.

PRINCIPLED ● I respect the rights of others.

● I assume the consequences of my actions.

● I express myself with confidence.

COMMUNICATOR ● I express myself in different languages.

● I listen carefully to other people's perspectives.

● I show empathy with others.

● I actively help others with their needs.
CARING
● I participate in common activities.

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ACTION. It is the act of participating, either individually or collaboratively, in challenges and
opportunities at the local, national and global levels.

How could I make the world a better place? What actions do you have in mind in response to
your inquiries?

Idea 1 Idea 2 Idea 3

PLAN TO SHARE INFORMATION

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Have I reflected on my inquiries and modified them?
Have I adopted the direction of my learning when necessary?

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 Learning approaches (final)

Start

Formulation and planning

Data collection and recording (audio recording, drawing,
RESEARCH SKILLS

Information photography).
management
Synthesis and interpretation
Evaluation and communication
Media literacy
Ethical use of media and information
Oral comprehension
Information
COMMUNICATION

Interpretation
exchange
Oral expression
SKILLS

Reading
Alfabetización
Written expression
ICT
Organization
Effective time and task management
SELF MANAGEMENT

Mindfulness
SKILLS

Perseverance
Moods Resilience
Emotional management
Self Motivation
Interpersonal Interpersonal Relationships
SOCIAL
SKILLS

relationships, social
and emotional Social and emotional intelligence
intelligence
Analysis

Critical thinking Assessment

THINKING SKILLS

Decision formation
Generation of original ideas
Creative thinking
Consideration of new perspectives
Transfer of information
Reflection and metacognition

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 Community Profile Attributes (final)
HOW FAR I HAVE ACHIEVED IT
ATTRIBUTE

INQUIRER

BALANCED

OPEN MINDED

REFLECTIVE

RISK TAKER

THINKER

KNOWLEDGEABLE

PRINCIPLED

COMMUNICATORS

CARING

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 INDICATORS YES MAYBE NO
My presentation posed a challenge
My sharing experience worked.
I achieved what I wanted to learn

What did I like most about my

exhibition?

What would you do differently?

What else would I like to learn?

What have I learned about

myself?

What are the contributions of

my experience of the
exhibition?

COMMENTS FROM MY TEACHERS, MENTOR, PEERS AND LEARNING COMMUNITY

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