T
his website is to show examples from Exhibition 2015-16.








Students at Brown International held a stuffed animal drive as part of their Exhibition project on Distracted Driving. Stuffed animals were donated to the Denver Police Department to give to children on the scene of a car accident.

The structure in place to ensure coordination of the Exhibition

Brown has a full time IB coordinator who works closely with the 5th grade team on the Exhibition. One of the biggest factors contributing its success is the collaboration amongst the 5th grade teachers themselves. They truly do go above and beyond by collaborating to make it successful. During their common planning time, they often discuss the logistics of Exhibition and are very strategic about what students need to accomplish each day. Although the project has a lot of choice for students, it is also structured so that it is not a free for all and students have specific goals to work towards each week.

 

 In addition, the administration has been very supportive by providing a planning day so the 5th grade teachers and the IB Coordinator can plan for the Exhibition (subs are brought in). The principal and vice-principal have also been supportive of the Exhibition process as a whole, especially because each group has an action piece to complete. This often results in students visiting other classrooms, making announcements, sending out surveys, etc. to share their action.  Over the years, students have been guided to take action that is less about raising money and more about raising awareness. As a result, this means other classroom teachers allow for the Exhibition groups to share knowledge with their class. This also provides opportunities for students to learn about the Exhibition well before 5th grade.

 

Mentors play a crucial role as well. Each group has a mentor. Most mentors are parent volunteers; this has been a good fit because they often can give more time (2 hours a week) as oppose to the recommended one hour per week. Students are expected to interview an expert in the field of their issue and mentors often take groups on field trips to conduct these interviews.

 

Finally Specials teachers have recently played a more vital role now that the Exhibition theme is How We Express Ourselves. This is described in more detail below. Communication between the 

Description of how students, parents and mentors are briefed

To prepare students for the Exhibition in subsequent years, each year the student body is encouraged to attend the Exhibition. Many Exhibition groups share their new knowledge or encourage the student body to take action, so the students are aware of the Exhibition at Brown.

Once in 5th grade, students begin to make list of current issues as they participate in their units of inquiry and watch daily episodes of CNN Student News. Parents are informed about the Exhibition at Back to School night.  About a month before the Exhibition begins, there is parent meeting and information also goes home via email and a newsletter. At that time, parents are encouraged to volunteer as mentors. Students also have homework assignments that involve research on specific topics to gain background knowledge and parents may have supported their students with that task.












Students visited the St. Francis center as part of their Exhibition project on homelessness.



The process for assessment

For the past few years, our Exhibition has been under the Transdisciplinary Theme: How We Express Ourselves. In order to show their learning, student groups complete arts and tech pieces as part of communicating their message to the audience as well as write an individual essay. Included in these presentations is the action they took. These items are assessed via rubrics. Throughout the Exhibition itself, students reflect individually and as a group on their Approaches to Learning and Learner Profile attributes and set goals for next steps.

 

In our 2014-15 unit reflection by teachers, it was noted that the Arts piece needed more support from Specials teachers in order for it to be more thoughtful and purposeful. Our specials occur in three week rotations. Therefore during the 2015-16 school year the PE/Dance teacher, Visual Arts teacher, and Spanish teacher who is also our Shakespeare Club teacher, supported the development of the arts pieces during one specials rotation in early May. During the first three days, each 5th grade class rotated to the arts teacher and he/she shared ideas for how the Exhibition groups could share their message to the audience via dance, visual arts, or theatre. Then each Exhibition group chose one way they wanted to convey their message. During the following week of the rotation, their group went to that specific Specials teacher who supported them with the creation of their arts pieces. Music unfortunately was not a part of this plan because she is only at Brown part time. The Specials teachers reflected that during 2016-17 school year, they would like to use one full three week rotation to support the groups, that a week and half was not long enough to see each group to its full potential with its arts piece.

 

As for technology, throughout their career at Brown, students have multiple opportunities to complete tech-based projects. Our tech teacher has also been very thoughtful about introducing various tech platforms students might use in order to communicate their message at Exhibition. Last year each student also all had their own Weebly website as an online portfolio. In addition, students are very familiar with the Google platform.  Much of the Exhibition collaboration occurs via Google docs and Google slides. Any tech support came from the classroom teacher, the group's mentor and/or at times, our tech teacher.