PYP Exhibition Theme Synthesis

In the New Year, my sixth grade class will undertake our school’s inaugural PYP Exhibition. Here’s the description of the event from the International Baccalaureate Organization website:
“Students who are in their final year of the programme are expected to carry out an extended, collaborative inquiry project, known as the exhibition, under the guidance of their teachers.
The exhibition represents a significant event in the life of both the school and student, synthesizing the essential elements of the programme and sharing them with the whole school community. It is an opportunity for students to exhibit the attributes of the Learner profile that have been developing throughout their engagement with the programme. It is a culminating experience marking the transition from PYP to further steps in education.
Schools are given considerable flexibility in their choice of real-life issues or problems to be explored or investigated in the exhibition.”
In the past years, I have visited several Exhibitions in Tokyo and explored the online presentations of dozens more. There are as many unique approaches as there are people participating! Designing an environment in which the exhibitioners will thrive is a grand and fascinating challenge and an ideal example of metateaching.
One aspect all examples I have viewed share in common is that they fall under one of the IB PYP Transdisciplinary Themes. However, in the Exhibition Guidelines, it states that one of the essential features should be to “synthesize aspects of all six transdisciplinary themes”.
“synthesize aspects of all six transdisciplinary themes”
I thought of one way to attempt this by way of inspiration from refrigerator poetry magnets. I simply printed the key terms from the six transdisciplinary themes, laminated and cut them out, attached magnets and arrayed them on a corner of our whiteboard. My class and I had a brief discussion of the themes and the goal to draw items from them of interest to us and rearrange them to create our own theme description. From that, we can create a title for our theme which can serve as a title for our Exhibition.
They began by playing, which is exactly what I had hoped for. The point is to play with the words to begin to explore our ideas. As our ideas become more organized, so should the words. I am extremely excited to begin our Exhibition inquiries, and have been planning activities all year as practice and preparation. I view it as an archetypal Independent Inquiry, and the first formal test of many of the principles of inquiry we have been exploring.

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Bart Miller

Father, Teacher, Composer, Philosopher

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