The Y5 boys got to experience the Y10 Personal Projects today. The visit allowed the boys to look at what the older students are doing on a much larger scale. The boys had the opportunity to read their reports, which included all the IB language that the boys are familiar with. Within their report they articulated the purpose of their work, which allowed them to take action. This is the same expectation for the Y5 boys. Hopefully, the boys are inspired to continue on with their work during Exhibition.
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All students now have their burning questions. Have started conducting research. Finally, students have been grouped and placed with a mentor teacher.
Students are asked to use a range of sources when conducting research. As such, boys should be coming up with questions to ask an expert, if they manage to find out. This will be an excellent primary source of evidence that the boys can use. There is a lot of helpful resources found through library.scotch that the boys have seen. Whether that is using Britannica, The West archive or searching our extensive catalogue of books. There are some more complex databases that may be of use also, such as the JSTOR and the Health and Wellness Resource Centre. Furthermore, it is recommended that the boys make sure that they keep a record of the sources used using Citethisforme.com as an easy and effective way to reference using the APA format. Students are encouraged to use one form of note-taking throughout, whether that is through simple dot points, sketch notes, using the Cornell Method, mindmaps, fishbone diagrams etc. Today, the boys experienced a range of provocations during period 3/4. Students looked at artefacts, books, newspaper articles, movies, images and looked at virtual and augmented reality. The purpose was to continue the journey and get the boys thinking about other avenues for their inquiry into our CI for this unit.
We will post some student reflections and further images next week. All classes looked at developing the lines of inquiry for our Exhibition today. Students used the key concepts to help their lines of inquiry and a checklist of what it would take. Once all are collated, we will look at the commonalities across the class to develop our four lines of inquiry for this unit, which will define our scope of our research.
Over the last two days we have had some guest speakers come in and speak to the boys about a range of issues and experiences. Each class had the guest speakers in their room for roughly 20 minutes over the two days. The six speakers that spoke to the boys were:
The boys were eager to ask questions and share their understandings with the guest speakers. Whilst the boys were listening to the presentation by the guests, they were engaged in taking notes in a variety of ways, depending on how best they learn. One of the messages that has been delivered to the boys already is the notion of 'why?' and this was reiterated by Daniel Franco when he spoke about his business (spacetoco.com). The boys will need to explain 'why' when they look at their burning question. Congratulations to all the students who put forward their logos for the Exhibition. A special congratulations to Alex F for his winning entry representing diversity of students and diversity of learning culminating in an inquirer's mind.
Students explored how they would use the Learner Profile during Exhibition using the Attitudes. It was clear that there was a link between the LP and Attitudes in all that we do. As an example, to be a good communicator we need to use our confidence. Students worked well in groups presenting their ideas to the class. Finally, students completed a gallery walk to see what each other had written and to then have a chance to query or add further information to each LP.
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AuthorsY5 students at Scotch College, Perth Archives
November 2020
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Photo used under Creative Commons from joshtasman