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The visual representation of the guided exhibition to the student-led provides a clear understanding of the transition of student responsibilities (gradual release of responsibility).

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Maybe I missed it...is there a guide with questions to prompt the students as they navigate through their exhibition?

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1. Through exhibition, student and community agency is truly showcased.
2. TIME!  Students need time to plan and prepare as exhibition cannot be a rushed project.
3. Exhibition is not limited to just presentations and action...student can demonstrate their knowledge via songs, poems, presentations.

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The Exhibition documents are from years apart published dates. Do we use the more recent and discard the older document or continue to use both when planning our Exhibitions?

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The different methods to go about developing a central idea for the Exhibition caught my attention. Our students use the second method on the list in which they develop their own Central Idea for their groups.

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Students lead when determining what topics to pursue.
Unstructured time needs to be allowed for students to collaborate freely.
There are many ways to go about the actual Exhibition. We tried an all-virtual Exhibition this year due to the pandemic.

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I agree with the above post. I also questioned a guide to help students along the way.

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1. Exhibition is a student-led process when determining what topic they will pursue.
2. Exhibition can be done within a POI or outside of it.
3. There are several different ways that students can create their exhibition project. It is not limited to a slideshow presentation.

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I found this graphic interesting and clear to use. I did not realize there was a spectrum of ways in which to implement exhibition.
Although I know the IB focuses on collaboration, I was suprised to see that the exhibition was also to be collaborative. I would have thought it an independent project.

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Is there a guide to help students? Also, does the exhibition need to be done the same way every year?

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I too found the graphic helpful. It was great to see the sequence of of going from teacher guided to student led . There are different ways for exhibition to be accomplished.

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1. We are not alone in working with our students. They can receive support from other staff and community members.
2. There are options in how exhibition can be completed.

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Should classroom teachers gather a list of people for students or should this truly be student led? What does this look like for resource teachers assisting with this process?

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Sometimes things click better for me with a visual. I appreciated the wheel that was provided to show the process of the learner during the PYP learning experience. It shows how students should progress, which is helpful. The second chart/visual that I appreciated was the guided vs. student led. It was a great way for me to see the progression.

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1. The exhibition is a great way for students to synthesize what they have learned during the PYP experience. The way they present the project can vary.
2. Students and teachers are not confined to the classroom. Resource teachers and community members are encouraged during this process.
3. Time is essential and does not have to be controlled. Enough time needs to be provided so that the end result is reflective of their goals.

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-Exhibition can incorporate many transdisciplinary themes.
-Collaboration is one of the goals of exhibition.
-There are a wide variety of suggested "artifacts and strategies" for students to share exhibition.

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-"As a school's experience with the PYP deepens, the expectation for student independence increases." Our school has been doing more of a guided exhibition; I would like to see how it can become more student-led.
-"Learning experiences should provide an opportunity for students to apply and demonstrate prior knowledge and skills rather than requiring or introducing large amounts of new learning." Students at our school have mostly been tackling new topics in their exhibition rather that deepening or synthesizing prior knowledge.

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I have many questions, but one is:
How do we guide/assist/support students in developing a central idea?

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1. The culminating "staging the exhibition" doesn't have to be a huge production; focus more on the exhibition journey and process.
2. Part of the teacher's role is to "develop essential agreements with students regarding academic honesty"
3. Mentors should document feedback in students' journals.

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-The guiding/reflective questions and the planner seem like helpful tools to start the process
-I liked the emphasis on students' "responsibility for learning--and capacity to take action."

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I want to know more about the amount of "action" students take; "the exhibition could begin with action or emerge throughout" What is a realistic expectation for student action?

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1. The artifacts and strategies coincide with students STEAM interests.
2.. Tools, artifacts, and strategies are used to further explore and present issues and opportunities.

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1) Over time this a a gradual release of responsibility once the students have a firm foundation.
2) This should be student led and based on issues that are local and global that are transdisciplinary.
3) Exhibition project can be in many different forms from journals, songs, plays, or digital presentation.

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It really made an impact with the wheel and seeing the full process.
I found it interesting that many times we overthink for have crazy expectations for project when in reality it can be simple. It is the process more than the product

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When we have students with limited English or special needs, how much scaffolding and assistance can/should we provide?

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1. Exhibition can be Guided or Student-led. I previously thought it was only completed through student-led guidelines.
2. It is possible for Exhibition to be completed by the whole grade level choosing the same topic/issue and the same central idea.
3. Timing of the Exhibition is at the discretion of the school. Our school strives for a year-long process, beginning at the start of the school year.

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1. Mentors could be sought out based on their subject area expertise.
2. I was aware of many different forms a student's Exhibition could take, but I was interested to read other presentations, such as debates and dramas.

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Is there an official guide or presentation that should be given to parents in order to better support their students?

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1.  Exhibition may be one of the six units of inquiry or it may stand outside of the programme of inquiry to explore a global issue or opporunity that may cross all transdisciplinary themes.  I thought it HAD to be one of the units of inquiry.
2.  The Exhibition may include learning products such as dioramas, songs, poems, etc.
3.  The list of artifacts and strategies i much broader than I realized.
by Janet L. Key

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I was happy to read that "the learning community encourages and actively supports the well being of students and teachers throughout the process of Exhibition" AND "value is placed upon the Exhibition learning process and journey".  I am definitely a process person, compared to a product person, and I am happy to know that I don't have to do this alone.
by Janet L. Key

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I struggle to front load enough information on a general topic, such as water, to allow students to develop an understanding of a problem to investigate.
by Janet L. Key

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1. Exhibition should involve the whole school.
2. Students should complete and in depth reflection of their work.
3. Should be supported by the learning community.
Kendra Collins

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What should you do when students come to you for help frequently? Should you tell the to work through it on their own or should you give them some guidance?
Kendra Collins

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I found the many different way exhibition could be presented very interesting. I love that students could do songs, poems, or videos as a way to present all the they have learned and even their action plans.
The second thing I found interesting was the way that students could keep a journal about their exhibition. That sounds a like a great way for students to reflect on their thoughts.
by Kendra Collins

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1. Based on local experiences but may have a global significance
2. Addressing the 5 essential elements-
3. Documentation needs to be recorded and organized for program evaluation by PYP Coordinator (or someone else wh is designated to do so)
by Aly Fedak

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Not all projects need to be about a social issue- the table with the arts and Science/Tech was a great reminder to let the students think of local experiences that are not socially motivated

Budget issues? I never knew this was a consideration. What would a budget for exhibition even cover? Supplies?
by Aly Fedak

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With many students remote learning for a full year and a half and other students transferring into the school and not having PYP experiences before doing Exhibition... Would it be wise to teach into key concepts, ATL skills, attitudes, ways of taking action?
by Aly Fedak

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I read that the timeline should be more flexible, but our school feels that we need a more structured timeframe to complete this.  What do you recommend we do? Our population of students really benefits with fixed timelines and more structured activities.
by Nolen Schoen

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1- I found it interesting to not let the teachers lead or guide most of the exhibition.  Let the students do most of it.

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1- I found it interesting to not let the teachers lead or guide most of the exhibition.  Let the students do most of it.

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2-Not micromanaging the timeline of exhibition.
by Nolen Schoen

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1- exhibition should involve the whole school

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1- exhibition should involve the whole school

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2- exhibition should involve the parents
3- the timeline needs to be flexible
By Nolen Schoen

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1. Students should keep a journal or portfolio to show and reflect on what was done throughout the Exhibition.
2. Documentation of the Exhibition needs to be recorded and organized.
3. The Exhibition may have global significance, but needs to be connected to a local issue or problem to be explored.

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1. That a whole grade level can  select one exhibition issue or problem and the same central idea.
2. The different ways that the Exhibition can be presented such as songs, videos, plays, etc.

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As a school not authorized yet, how long do we have to fully implement the Exhibition once we are authorized?

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1. The Exhibition has multiple grouping strategies for teachers to choose from that best fits their learning community.
2. Portfolios and journals are used to document progress and learning.
3. Students are responsible for setting up meeting with their mentors.
By Viasna Nov

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1.Throughout this process we need to keep good documentation.
2. The process can be completed by the entire grade level.
3. The focus should connect to a local issue.

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1. The Exhibition is student led. Students step up as teachers step back and guide students as needed.
2. Grade levels can select one issue or problem, but each class can focus on different central ideas.
By Viasna Nov

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Should Exhibitions be promoted in grades prior so that students and families know what to expect ? They can start thinking ahead or at least know that there's a big project coming that will require the engagement of the entire learning community.
By Viasna Nov

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I found it refreshing that there is so much student agency throughout the Exhibition process.
2. Its interesting to many the many options that students have to complete Exhibition.

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1. Exhibition can be one of the 6 units of inquiry or stand alone outside of the POI.
2. "Scholars co-design strategies and tools with teachers, mentors and peers to document and self-assess their learning, and evaluate the success of the exhibition."
3." It must incorporate all the key concepts; an understanding of the key concepts should be demonstrated by the application of key questions throughout the inquiry process."
_Kristen Martin

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1. The table on Page 8 of the Exhibition Guidelines document comparing practices in the exhibition (increased emphasis vs decreased emphasis)
2. I appreciated this graphic and how it depicts the work from previous years of the PYP and how it supports the Exhibition.
-Kristen Martin

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What tools or organizational strategies do you suggest to help us lift this for our learning communities for the first time when we are candidate/newly authorized?  How do we start?!!!
-Kristen Martin

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I now that it is guided to student led.  However, what is the best way to get to student led i order for the students to be successful when making it their own s that they are successful with their Exhibition and so that it can get done within a realistic timeframe in the pubic school setting?
Melissa Gilbert

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1. The exhibition does not need to take place until you are authorized.
2. The exhibition should encompass all of the key concepts, not just selected ones (right?).
3. The exhibition timing is flexible. It does not have to take place at the end of the year - or take place as the last unit of inquiry.

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1. I think it's interesting that we can utilize mentors outside of our school-based community to support students. I would love to bring in area experts to support student inquiries - I wonder how well this has gone with other coordinators.
2. I find it interesting that no big final product must be created. I did not know much about the student exhibition journals or that these could be used as the evidence/ final product.

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How do people get students to think outside the box? What has been most successful in keeping all the students from wanting to "save the planet"? Not that saving the planet isn't important, but there are many more inquiries and actions that could take place.

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-Exhibition covers a multitude of subjects and ideas.
-Students must work together in order to succeed.
-Students can create a variety of artifacts in order to share their learning.

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I really liked looking at this graph. I am looking forward to learning more about how collaboration works with fifth grade students during exhibition.

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How do we make sure that students choose a variety of topics and not "copy" other groups?

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1. Collaboration is at the center of Exhibition. Students need to work with others to be successful in their projects.
2.As we go through Exhibition, responsibility shifts to students. There is a gradual release of ownership and doing the work for Exhibition.
3. Mentors can be anyone from the community, not just the school staff.

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1.  Responsibility falls more on the students over time (throughout the year).
2. Collaboration is at the center of exhibition.
3.  Exhibition can be started anytime through out the year.  (Our goal is to start much earlier this coming year).
-Sara Askvig

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1. Students can create their own central ideas as part of the student led exhibition experience.
2. Student agency is everyting for exhibition

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Are there resources already created for the components of exhibition for student use to help organize the process?

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1.  Students can come up with their own central idea.
2.  Exhibition can be student led or guided.
-Sara Askvig

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What are the best way to pre-organize resources to help the students at the very beginning?

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What are the best way to pre-organize resources to help the students at the very beginning?

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-Sara Askvig

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1. Exhibition is a great way to bring the community into our schools.
2. Gives students a chance to research a real life issue that they are passionate about.
3. Gives students a chance to show their understanding of the five essential elements.
Stacy Vandagriff

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1. Many adults are included in the process.
2. Students are given ownership.
Stacy Vandagriff

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What's the best way to keep all students actively engaged.
Stacy Vandagriff