Reflecting on our Exhibition Journey

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Reflecting on our Exhibition Journey by Mind Map: Reflecting on our Exhibition Journey

1. PYP support exhibition through (undertake personal inquiry, reflection and action to inform their practice)

1.1. demonstrate learner profile attributes

1.2. utilize approach to learning

1.3. collaborate to plan learning and teaching

1.4. set learning goals and success criteria

1.5. reflect upon and modifiy inquiry

1.6. consider action on learning

1.7. self-assess

1.8. learn through inquiry

2. from the learning community (build and maintain collaborative relationship)

2.1. students

2.1.1. self-reflection

2.1.2. artifacts

2.1.3. weekly reflection in PYP journal

2.1.3.1. ongoing reflect what have learnt

2.1.3.2. reflect how to learn

2.1.3.3. plan the next step

2.1.4. strategies to resolve problems

2.2. teachers

2.2.1. collect evidence of student learning

2.2.2. co-construct with students success criteria

2.2.2.1. provide feedback on the learning that occur during the exhibition

2.2.3. specialist teachers differentiate sources to support learning needs

2.2.3.1. consider learning style (VAK) to prepare resource materials to support students' inquiry

2.3. mentors

2.3.1. reflection documented throughout the ongoing development of a PYP journal

2.3.2. focus on different approaches to learning (ATL) and IB leaner profile attributes

2.4. pedagogical leadership

2.4.1. take a wider view of the success of the exhibition

2.4.2. noting area of strength and area of improvement

2.5. parents

2.5.1. get understand the progress of their children

2.5.2. a variety of creative ways to help their children

3. by monitoring the exhibition (foster supportive environments that remove barrriers to learning)

3.1. SOLO taxonomy

3.2. make learning process visible: to further explore and present issues and opportunities

3.2.1. tools

3.2.2. artifacts

3.2.3. strategues

3.3. modelling of research skills the months prior to exhibition

4. through student-centered, collaborative inquiry (design inquires using local and global contexts)

4.1. Use "See-Think-Wonder" to provoke questions

4.2. "Creative questions" to enhance curiosity and wonder about the issues/problems

4.3. incorporating the parent community

5. product/assessment (utlize assessment to inform learning and teaching)

5.1. differentiated outcome and expectation regarding the volume of work and level of skills

5.2. develop questions for interactions, in mother tongue and English

5.3. accept to present in own language or bilingual

5.4. use photographs of the students for students in need

5.4.1. supports reflection and discussion with parents

6. Content (build/develop conceptual understanding within and across subject)

6.1. simple or advanced lines of inquiry. (differentiation)

6.2. reword central idea so that everyone can understand its meaning

7. Process (build/develop conceptual understanding within and across subject)

7.1. differentiated sources

7.1.1. images

7.1.2. data displays

7.1.3. graphic organizers rather than more words

7.2. develop pertinent questions related to the information

7.3. encourage parents to support

7.4. explicit teaching and modelling of reserach skill