Today we watched and reflected on two prompts that demonstrated how people take action in different ways. Action is an important element of the PYP and through our Exhibition inquiries we aim to demonstrate ACTION of some sort.
The two prompts that we watched sparked an interesting discussion and sharing of ideas. We all thought that they were powerful forms of action!
Over the last couple of weeks we developed our Central Idea, worked out our Groups and Lines of Inquiry, designed our Essential Questions. Now we’ve been assigned our Mentors and Supervisors and we’re right into the Finding Out phase of our inquiries.
During this phase it’s important that we make contact with our Mentors and Supervisors as they’ll help us to make sure that we’re on task and on the right track… We’ve also got to talk to them about our plans to find out what we need to and explain to them how we plan on doing so.
This week already, there have been many groups who have written emails and/or made phone calls to primary and secondary sources of information. Some groups have even visited organisations that relate to their inquiries. It has been very exciting and we’re all learning a lot with each experience! The biggest things that we’ve learnt so far is the importance of being prepared (questions and information) and the huge value that can be gained from talking to an ‘expert’ in their area!
Our Exhibition is an important celebration of our learning and our skills and it will our form our summative assessment for our Unit of Inquiry into the theme how we organise ourselves.
Therefore, before we started too much work it was important to collaboratively develop some criteria on what success during the Exhibition Unit of Inquiry could look like and what to aim for in order to achieve success!
Together, as a class we worked out what was important to be assessed and then what the different levels could look like…
Here’s what we came up with and, of course, we are aiming for the summit!
We’ve got our theme, we’ve worked out our central idea and we know our topics… so that now leaves our lines of inquiry and the essential questions that will drive our units of inquiry. We’ve spent a lot of time learning about good questioning techniques and the importance of good questions to drive meaningful inquiry so we are relatively knowledgeable in this area.
Lines of inquiry are a little trickier but now that we’re in groups we’re able to share our thinking skills and feed off each other.
Collaboratively, we designed lines of inquiry that we felt would help us address the central idea. Some of our lines of inquiry require tweaking and we’ll be working on the tweaking and essential questions this week.
We’ve created some posters to demonstrate our topic, concepts and lines of inquiry. Here they are…
It is time to decide on topics and organise our groups so that we can start planning and thinking about our chosen issues. We revisited our list of real issues that we identified as fitting under the theme of how we organise ourselves, and being relevant to our central idea, both locally and globally.
From here we chose an issue that we were passionate about and then found others who were also passionate about the same issue. There was a good spread of topics and groups with some minor tweaking here and there to ensure that everyone was in a group as they needed to demonstrate social skills throughout the inquiry.
The issues that we chose can be found on the Exhibition page above.
This week we’ve been working out what a central idea is all about and how to work out whether a central idea is a good one or not…
Firstly, we did some human graphing based on central ideas to work out who thought that they were good and why. Then we learnt about the criteria that make a central idea effective. These are the criteria that we have learnt to consider. Central ideas need to be; written in a neutral voice that does not convey value, invite a range of responses, relevant to the theme, promote conceptual understanding, globally significant, challenging and extending, and a statement written in one sentence.
Armed with this knowledge and understanding we wrote our own central ideas and then looked at each other’s. It was hard at first but after we considered a few it became easier. As a group we identified three central ideas that we thought would work with a bit of tweaking…
The tweaking didn’t take too long and before we knew it we had a central idea that we could test against our topics. It worked for all the topics!
The central idea for our exhibition is; the wellbeing of citizens is affected by the action and inaction of individuals and communities.
As we are now gathering a lot of information from Primary and Secondary Sources, we need to make sure that we reference the information we get so that we don’t use copyrighted information and/or someone else’s work and claim it as ours.
We revisited the concept and importance of academic honesty today and signed a declaration that we would demonstrate academic honesty throughout our exhibition.
Today, Mr C gave us a refresher lesson on Primary and Secondary Sources of Information and together we came up with a great list of different examples. We realise that primary sources of information are going to add a lot of value and importance to our inquiries!
This week has been an exciting and busy one as we welcomed a variety of ‘experts’ in their fields into our school to share their knowledge and provoke our thinking into the theme of how we organise ourselves, and the issue of marginalised groups (of all types).
Our visitors included Mrs Rose (Refuge), Mrs Gresham (Anglicare), Mr Guest (Ku-ring-gai Council), Mr Mahoney (Cerebral Palsy Alliance), Mr Menzies (Surf Life Saving and CPA) and the Hon. Paul Fletcher (Local Member).
Each speaker added to our individual and collective understanding of our central idea and the issues that we’ve raised in our discussions. It was inspiring to hear what’s happening in our world and how action is leading to change and the care of those in need.