FIS-W+Exhibition+2011


 * = [[file:plannerEn.pdf]][[file:PlannersOman.pdf]]

FIS-W Exhibition Timeline/Planner ||= ||
 * = The components involved in our exhibition are identified below. An approximate timeline and significant details are included to communicate intention and progress to our school community. ||=  ||
 * = STAGE ||= DETAIL ||||= Due Date/Completed ||
 * = **Identify the purpose of the exhibition.** ||= An in-depth, collaborative inquiry in groups of 3 through which they will demonstrate independence and responsibility for their own learning. They will explore different perspectives (half full-half empty) by synthesising and applying their learning of previous years. As a result of meaningful and relevant engagement with significant issues, students will demonstrate how we can take action as a result of our learning.

The whole FIS-W community (students, teachers, parents and other members of the school) will support to celebrate the transition of learners from primary to middle/secondary education. ||= End Jan 2011 ||= Complete ||
 * = **Identify a real-life local and global issue of sufficient depth.** ||= * Children monitored local and global news stories prior to deciding on areas of personal interest and the direction of their inquiries.
 * An exploration/unpacking of the significant concepts contained in the transdisciplinary themes led the children to connect with and decide on the BIGGER IDEAS or RELATED CONCEPTS of their personal areas of interest.
 * Next Step - Children will explore how their CONCEPTS are related to others in the class. In making conceptual connections, they are to discover the ways in which their "topics" are also connected to the bigger ideas. They will form groups of three with those having related interests. This will determine which transdisciplinary theme the group falls under.
 * //Next Step - The groups are to decide upon an issue or concept// that unites their individual topics and //that has a local and global impact.//
 * Groups explain their issue and why it is important in order to investigate it in more depth (meaningful, relevant, engaging).
 * Next, groups write a central idea for their group. This central idea should include two or perhaps three of the significant concept words found in the transdisciplinary theme description. These words and the overall wording should unite each of the 3 topics.
 * Groups write 3 lines of inquiry they will research to develop their understanding of the central idea. ||= Throughout January and February 2011

Mid-Feb

End Feb

End Feb

End Feb

End Feb

Mid-March

Mid March ||= Complete

Ongoing

Ongoing

Ongoing Complete

Complete

Complete

Complete

Complete || //Each student will produce://
 * = **Identify intended learning outcomes.** ||=  ||= Beg March ||= Complete ||
 * = **Identify product outcomes.** ||= //2011 Exhibition//
 * //3 or more questions with information in bullet form//
 * //bibliography//
 * //art work that symbolizes their topic (in connection with unit - Art Reflects Society)//
 * Stand-alone informational visual to put on display on the common's upper floor

//Each group will produce://
 * //weekly video diary//
 * //Group wiki//
 * //Performances or compositions in any medium: dance, music, drama, visual arts, film, video, mixed media//

The exhibition should include the following.
 * Examples of written work - bulleted information, bibliography, and visual display
 * Oral presentations, individually or in groups, to the school community
 * Uses of technology including ICT, working models, designs, science experiments - **video diary, group wiki**
 * Performances or compositions in any medium: **dance**, **music**, drama, visual arts, film, video, mixed media
 * **Students are not required to use ICT in the exhibition but it provides several practical and creative solutions to support the exhibition where appropriate.**
 * 1) enables worldwide access to data
 * 2) offers recording and communication options and environments to reflect on the data acquired
 * 3) provides tools to record and organize and present
 * 4) provides tools for managing process and reflection journaling
 * 1) provides tools for managing process and reflection journaling

Where ICT is used in an exhibition, students should be encouraged to be principled in the use of digital libraries, digital images or other data acquired with the help of technology by following the school’s guidelines to encourage academic honesty. ||=  ||= Complete ||
 * = **Establish assessment and success criteria.** ||  ||   || Complete ||
 * = **Decide on a timescale.** ||=  ||= February ||= Complete ||
 * = **Organize mentoring/parental involvement.** ||= Members of the school community are invited to mentor in one or more areas of interest or expertise, for example, research, writing, or information and communication technology (ICT).

Need to match schedules.

James_Rodgers@fis.edu Mark_Bryon-Edmond@fis.edu Melissa_Mackie@fis.edu Jason_Bentley@fis.edu Gabby_Peterson@fis.edu Amy_Wright@fis.edu __Neda___Gross@fis.edu Ina_Ofer@fis.edu Linda Radl
 * Mentors**

Geradine Brody
 * Research**

Angela_jochum@fis.edu Sharlene_wang@fis.edu Michael_bartmann@fis.edu Marsh Trebel Daniel Johnson Gary Noble Carol_Koepsell@fis.edu Helga_Kutzner@fis.edu Jason_bentley@fis.edu Andrea_rosinger@fis.edu
 * TechnicalSupport**
 * Artistic Support**
 * Clerical Support**
 * PYPCoordinator**
 * Principal**

Parents who have offered support: Mrs. Glines - drama, performance Ms. Reglin (Yann's mother) ||= March ||= Complete || A mentor helps the students set and meet their goals by asking questions, suggesting resources, helping to interpret difficult information and facilitating interviews or telephone calls. Examples of mentor participation include the following.
 * = **Clarify the role of the mentor.** ||= ===Role of mentor===
 * Groups will meet with their mentors on a weekly basis.
 * The mentor’s primary role is to act as a **guide and resource in the accomplishment of specific tasks and goals** during the exhibition process.
 * Mentors have a **purely advisory role**, and while they do not participate in the summative assessment of the exhibition, they may contribute to formative assessments regarding their area of support, as well as reflecting on the exhibition process.
 * Mentors are not involved in formal assessment but are encouraged to make anecdotal observations and to give **feedback to the students and teachers**. ||=  ||= Complete ||
 * = **Make a list of the skills we have acquired based on learning in previous grades**. ||  ||   ||   ||
 * = **Make a list of the skills need and require adult support assistance.** ||  ||   ||   ||
 * = **Group Students** ||=  ||= March ||= Complete ||
 * = **Groups Write Central Idea.** ||=  ||= March ||= Complete ||
 * = **Groups write lines of inquiry.** ||=  ||= March ||= Complete ||
 * = **Identify and select appropriate resources.** ||=  ||= March and April ||=   ||
 * = **Gather information.** ||=  ||= March and April ||=   ||
 * = **Clarify appropriate action.** ||=  ||= May ||=   ||
 * = **Stage the exhibition.** ||= Presentation to parents and community ||= 23rd, 24th, 25th May 2011 ||=  ||
 * = **Assess the whole process.** ||=  ||= May 23 - 27 ||=   ||
 * = **Celebrate and reflect upon the achievement.** ||= Reflection and Evaluation
 * What do I know and understand about my central idea?
 * Did I share what I've learned effectively with others?
 * Did I answer my questions?
 * What action will I take as a result of my learning?
 * What would I do differently?
 * What would "we" do differently as a group? ||= May 26th - June 1st ||=  ||