PYP

Exhibition
Mentor Booklet
Calendar and Key Dates
and guiding questions
Dates In school process Parent’s support Suppor
Nov/Dec Tuning In - UN goals - Setting goals for finding
Exploring goals research. sources

February 4th Revising UN goals - Researching in primary Suppor
Deciding on goals and secondary sources. organiz
though
February 11th Exploring in depth one
goal - Making Analysis and synthesis
connections and of information
different perspectives gathered during the
inquiry period
February 26th PYPx – Information
Meeting with Parents
Sharing process so far Sorting out Suppor
and setting March 18th to March Students will revisit organiz
expectations 22nd their inquiry questions making
to decide if they still
February 28th Question workshop need to go further. Suppor
and lines of inquiry Drawing conclusions stating
Students discuss Work on final written about t
possible conceptual piece
understandings. What
do you want to take March 25th to April Planning and taking Suppor
from this experience? 12th Action selectin
of actio
their re
Students create lines of
inquiry to guide
inquiry. Students April 1st to April 26th Planning our Suppor
 A mentor…
of their inquiry and
Final rehearsals and action • Provides an opportunity for students to experienc
visuals
another adult in the school, outside of the fa
May 7th to May 10th Exhibition week Support and celebrate
Share our new learning “teacher and student”;
their achievements
and growth to the
community • Meets at least once a week with the group whic
May 13th, 14th Final Reflection and Help pupils to reflect
guiding. As the exhibition date gets closer mentors
Self Assessment on their experience
meet with their group more often.
• Offers support and encouragement throughout th
suggests/provides resources, asks questions, help
difficult information, facilitates interviews/telepho
suggestions for action, assists with focus to topic/ce
helps with organization.
• Documents all meetings: completes the mentor
and jots down notes.
• Shares information regularly with the teacher
progress of the group and any related concerns.
• Helps the group set deadlines and holds them accou
• Joins the students in celebrating their exhibition
the conclusion of the process.
• Supports the group in their reflection of the Exhibit
 · Do not do the work for them. · Are you documenting your resources in the bibliography se
· Do not leave the school with your student(s) without written consent
· What is something that I can do to help you?
from the parents, teachers, and Head of Primary. · Have you thought about action? Have you considered...?
· It is not your role to tell students the direction to take, but instead, ask
· How are you sharing tasks among the members of the grou
probing questions to help guide their inquiry. · Can I help you think of more questions?
· Do not provide unreasonable access to materials or resources. We want
all students to be given the same opportunities. Writing
· Do not hesitate to ask PYP8 teachers and Assistant Head of Primary
· How are you synthesizing your notes?
for help. This should be a wonderful experience for you and the pupils!
· What is your organization strategy for turning your notes in
piece of writing? (graphic organizer or story map?)
A Model Meeting · Have you started that?
o If yes – May I see it? Have you considered…?
o If not – Can I help you get started with that?
A meeting could look like this:

10
Review
Synthesis/ Making Connections
Review what the students have done
minutes since you last met. · What have you learned about your topic?
Moving the Help them to synthesize and make sense
· How is all your information connected?
20 What is the “big idea” of what you learned from your invest
process of information they have · gathered, OR
minutes · Is there any information that you are unsure about? How
forward discuss possible next steps.
that it is correct?
10 Problem What do they find difficult about the
· What types of resources have you used? May I see your b
minutes solving process? What are they struggling with?
list of resources?
· Have you contacted any outside people or experts to chec
findings?
Questions to ask during each phase of the process
o If yes- What have you learned from those expert
to talk to them? Why?
o If not- Who could we contact to help y
Research/ Investigating information?
· Why did you choose these lines of inquiry? · Have you completed your investigation or action plan? W
· Have you completed a paper plan for your presentation?
Keeping teachers “in the loop” is essential so that
o If yes – May I see it? Have you considered…?
support what you’re doing with your group.
o If not – Can I help you get started on that?
Please remember to fill out the Next steps Mento
· How is your action project coming along? What resources will you need to
(google doc).
complete the task? What is your plan for acquiring those resources?
· Have you thought about your presentation? The form will ask you to provide feedback on:
• The next tasks/goals to be accomplished
Students’ Expectations with their Mentors • General topics discussed
• Other comments (progress, behavior, participa
Things to discuss:
• the status/progress of the work-“THIS IS WHERE WE ARE…”
• the next step-“THIS IS WHAT WE WANT TO DO…” Assessment
• questions – “ WE AREN’T SURE ABOUT…”
• where to get information from – “WHO SHOULD The exhibition is an opportunity to assess students’ pe
WE TALK
understanding throughout the PYP. Both students an
TO? WHERE IS THE BEST PLACE TO FIND THE INFORMATION
rubrics and a variety of assessment tools to assess bo
WE NEED?” product throughout the exhibition.
• ideas – “WHAT DO YOU THINK ABOUT…”
Mentors will be asked for feedback throughout the p
*** The mentor should be able to link students’ ideas to with
support
the assessments. You will be asked to use
Central Idea, key concepts and lines of inquiry. If throughout
they can’t, the process. Please support your group
students need to make it clear.*** assessment using the provided tools.
Students will be assessed according to:

 • Group Skills
Gr Formative Assessment (Process)

Problems Solutions
Information Relevance and Organization
• •Group Skills Talk to the teacher. While
• Reflection
• Information Relevance and My students are not and a firm word from you sho
• Research Skills meeting their deadlines! teachers have to know these
•Organization
Self-Management and, if needed, solve the prob
• Reflection
Summative Assessment (Product) Again the teacher will step
I can’t be there for a
• •Research Skills
Understanding keep the kids on track. You
meeting.
Action
• •Self-Management mentoring partner, who can h
Written Work My group needs
Summative Assessment (Product)
•
intervention from me, but I It’s a tough balance. Of cour
Presentation – sharing research
• •Written Work know it’s supposed to be the teacher, but as a general
• Presentation – experience
• •Display Board
Oral Presentation
their job…where’s the fault in voicing your opinion.
balance?
• Multimedia
We can ask a parent from th
• Oral Presentation My group wants to go on a the students, but we nee
• oup Skills
THANK YOU SO MUCH FOR YOUR SUPPORT! field trip; how can I make Primary authorization first
that happen? time. Class teachers are
• Information Relevance
Mrs. Ackroyd, Mr. Benson, Ms. Wilson. and
making these arrangements.
Organization Feedback from mentors i
• Reflection What do I have to assess?
written form, mentors will c
• Research Skills group’s organization, te
Do I have to assess?
application of knowledge an
• Self-Management task.
Summative Assessment (Product) My group needs to
All requests for projects sho
• Written Work purchase some things. Do
the teacher and will be analyz
we have a budget?
• Display Boards

• Multimedia If you have any further doubts or questions please con
• Oral Presentation class teachers and/or the Assistant Head any time.
• Art Installation
 form