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Derek Wenmoth provides an explanation of learner agency in the first of CORE Education's ten trends for 2014. Derek describes three features: the initiative or self-regulation of the learner, the way agency mediates and is mediated by the sociocultural context of the classroom, and social connectedness - an awareness of the responsibility of one's own actions on others.

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Something to consider for Exhibition

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Don&#x27;t get left on the shelf ... brush up on your collaboration, communication and problem-solving skills Image: REUTERS/Eric Gaillard

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Ten 21st-century Skills Every Student Needs

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Skills required in the 21st-century for students are quite different from the past. Check out 10 skills that a student should have in the 21st-century.

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Imagine the world in 2030, fully inclusive of persons with disabilities

In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals (SDGs). Building on the principle of "leaving no one behind", the new Agenda emphasizes a holistic approach to achieving sustainable development for all.

The SDGs also explicitly include disability and persons with disabilities 11 times. Disability is referenced in multiple parts of the SDGs, specifically in the parts related to education, growth and employment, inequality, accessibility of human settlements, as well as data collection and the monitoring of the SDGs.

Although, the word "disability" is not cited directly in all goals, the goals are indeed relevant to ensure the inclusion and development of persons with disabilities.

The 2030 Agenda for Sustainable Development holds a deep promise for persons with disabilities everywhere.

The year 2016 marks the first year of the implementation of the SDGs. At this critical point, #Envision2030 will work to promote the mainstreaming of disability and the implementation of the SDGs throughout its 15-year lifespan with objectives to:

Raise awareness of the 2030 Agenda and the achievement of the SDGs for persons with disabilities;

Promote an active dialogue among stakeholders on the SDGs with a view to create a better world for persons with disabilities; and

Establish an ongoing live web resource on each SDG and disability.

The campaign invites all interested parties in sharing their vision of the world in 2030 to be inclusive of persons with disabilities.

Please forward your comments, suggestions, references and/or new information on the SDGs and persons with disabilities to enable@un.org or follow us @UN_Enable and @UNDESASocial on Facebook and anduse hashtag #Envision2030 to join the global conversation and help create a world in 2030 that is fully inclusive of persons with disabilities.

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#Envision2030: 17 Goals to transform the World for Persons with Disabilities

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Imagine the world in 2030, fully inclusive of persons with disabilities In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals (SDGs).

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Exhibition, Design, Action!

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I was invited by the Faria Group to lead a webinar on the PYP Exhibition. This is one of my most favorite things to talk about so it was an easy 'yes'. The enhancements to the PYP have brought about a lot of clarity (in my opinion) as to what the Exhibition is and what it can be. Here is a summary of the ideas shared in the webinar:

This is the 'one word' that I kept thinking of as I was prepping for the webinar. The degree to which agency is present in the Exhibition will likely correlate with the degree to which it exists in all of your learning spaces. If you want students to be agents of their own learning, start now - don't wait for Exhibition! And if you don't know where to start, tap into this holy grail of all things agency as curated by Taryn Bond Clegg.

These are two films I suggested sharing to all members of the learning community as the journey begins. The first one, Alike, will help people see why we want kids thinking for themselves and moving independently about the world. The second one, by John Spencer, will help remind us that it all might be a total failure - but that it doesn't mean WE are total failures. Play them back-to-back to get best effect. 🙂

NOTE: John has a great follow-on video called When Projects Fail which may/may not also come in handy!

The IB Principles to Practice are DEFINITELY worth reading - in particular in relation to the Exhibition. Figuring out the purpose of the exhibition, how it will look in your context, what roles each member of the learning community will play, and the degree of release toward a student-led exhibition, are key factors to consider before getting started.

Collaboration is one of the key components of the exhibition and again, this won't just happen unless we are intentional about it. Destination Imagination has some great resources to help both develop team relationships and then reflect on how they might be made even stronger.

Figuring out what you think/hope the exhibition will look like is a great start. I think most of us have visions of a straight, uncomplicated, but long path. Reality, it looks a bit like spaghetti junction, most of the time. Having a plan before you start is great. Your plan could look something like this:

Identify a global issue or opportunity that has meaning to the student(s) and connects to the school or local context

Collaborate to develop central idea(s)

Identify group or individual lines of inquiry and student questions

Connect with mentors and use class time to focus on ongoing Exhibition inquiries

Designate 'check-in' times with mentors to monitor and document progress, and to provide feedback and feedforward.

Decide on the culmination of the exhibition to share the learning process. Consider the environmental impact of the culminating event when looking for ways to make the learning visible.

Reflect on the Exhibition process

You will then want to think about assessment. What I like about this is that students are asked to have a strong hand in creating their own success criteria. What does that mean or look like? I took the main features of the exhibition and the assessment guidelines and then created a few question to guide students in assessing their learning. Great to share these with the students and to get their input on them too.

Start with the end in mind...

On the topic of assessing, or thinking ahead to what is coming, I like to have students take a leaf from Seth Godin's "Ship It" manual and speak into the future about their own success and achievements before they begin. A powerful way to take a moment to think about what they hope to get out of this process.

Exhibition is not meant to be a solo experience for kids or teachers. Key to the success of the exhibition are mentors. I wrote a post about different ways of including adult support for the exhibition in a post called We(Chat) Are The Champions. It has some good stuff on different ways of making the most out of mentors.

Step by step...

I am not a fan of checklists but I do understand that having some sort of framework when undertaking such a big project is absolutely necessary. Here is my six step version of a checklist. I just implore you to not think of it as written in stone. It's just a guide so when you and/or your kids are wound up in spaghetti junction, you have some idea of which way is up.

Let's get ready...

So, we are now (almost) ready to go! But here's one last-ish word on what that means. It can be really easy to get bogged down with 'research'. I encourage you to consider a bias toward action - a phrase that comes from Design Thinking and the Stanford d.School. Equally, consider developing a Producer Mindset - different from a consumer mindset. Raising Producer Kids by Philip Guo is a great read.

Great questions are the key to a great exhibition and if you want to brush up on your skills in relation to helping kids pose and pursue great questions, look no further than The Right Question Institute.

A tool you might want to consider is the Post-it App. I love this app. It is not a 'must have' but it does make this process fun and there are so many ways to use the kids thinking to build their understanding of the questions they are asking and to help them figure out which questions they REALLY want to go for. Here are some other ways of organizing and categorizing questions:

This visible thinking routine: question sorts, is probably one of my favorites. Questions that end up in the bottom right quadrant are the ones most likely to generate engagement, insights, creative action, deep understanding, or new possibilities, while also being questions that one really cares deeply about investigating. After you have these questions, you could take them and sort them again into concept categories:

Everything you need to know about these cards is on this blog. Check out this post to get started.

A new edition to my Exhibition toolkit (and one I have not tried with PYPX students but use regularly with our XBlock students) is a project summary. This is a one-pager that students can use to summarize their thinking, free from jargon, and with their voice at the front of everything. This would be a tool I would use to conference with students and help them to put a voice to the nature of the project they are about to undertake.

Conceptually thinking...

When students have created lines of inquiry based on concepts, I have found some of them will often get this 'now what?' look about them. What do I do now? The following chart would be a great tool to guide conversations with students about what they might be doing if they were pursuing a line of inquiry connected to one of these concepts. This idea of connecting verbs with concepts was first shared by Cristina Milos and I took her idea and added these prompts.

Action is a key component of the exhibition. Under the PYP Enhancements, action is broken down into a number of categories. These next two images show what those categories are and then the second, what students might find themselves doing depending on what they are trying to achieve:

Link to full post

Learner Profile and ATLs

The following cards are under construction. I am working on the icons in collaboration with our Early Years teachers and I want to work on the language of the guiding/reflective questions. If you have any advice, I would love to hear it!

Suzanne Kitto has generously shared her work on ATLs via her Twitter account. Rebekah Madrid has bounced off this work to create ATLs for MYP students. I was inspired by both educators and made a set of EY ATL cards. You can't go wrong.

In the webinar I pulled math as an example and shared some information about three different ways that three different educators have used to bring math into the PYP. All the details about this can be found in this post.

Documenting the journey

I think most people have ways that they enjoy using (adults and kids alike) to document learning. This might depend on access to technology or student interest, but for the most part, taking the time to document what is going on is a key part of the Exhibition journey. The night before the webinar I had a slide prepped with bullet points about documenting. Then I put my daughter to bed and read "Ish" by Peter H. Reynolds. In that book, Ramon (and Peter) reminded me that it really is ok to NOT document everything - the learning still exists. Love it.

Staging the Exhibition...

When you and your students are getting ready to share, I offer these three things to remember:

1. It is a celebration! Be joyful! Have fun! And remember to celebrate the process, the failures, the false starts, the milestones, the massive achievements. It is all part of the journey.

2. Be kind to the environment. Consider the message your physical products are sending to your audience.

3. Keep asking yourself, "Who's fingerprints are on the work?" - this is a phrase my friend and fellow design teacher uses to remind us that at the end of the day, it's the kid's work. Let their academic voice shine through.

And to the students, I would say:

I will post a link to the webinar when it becomes available. I want to make sure I thank all the educators who so generously share their work with the rest of us. I also want to thank Leila Holmyard from Managebac who helped me think through the process of exhibition and was so open to helping me synthesise and expand on my wonderings based on the PYP Enhancements, and Kelby Zenor of Faria Education for inviting me to the Webinar.

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Shu - “protect”, “follow the rule”
Ha - “cut”, “break the rule”
Ri - “depart”, “be the rule”

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Learning to wear the big shoes - one step at a time

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Shu - Ha - Ri Wikipedia (https://en.wikipedia.org/wiki/Shuhari) gives the translation as: "to keep, to fall, to break away". The name comes from Japanese martial arts (particularly Aikido), and is a way of thinking about how you learn something and the idea that a person passes through three stages of gaining knowledge: Shu (守), "protect", "follow the rule": in this phase the...

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Teacher voice, choice and ownership

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Each year we spend a Wednesday PD session dedicated to the PYP Exhibition. It is a nice way to remind teachers of the journey the students make and all of our contributions along the way. We do not view the Exhibition as a grade 5 achievement but rather a school achievement with of course the students at the center of that.

Last year the grade 5 teachers led an excellent workshop, demonstrating how to explode a topic into an issue and the find your passion within that. They walked us through how to incorporate math, the arts, language and other disciplines and subjects into the issue. And they focused us in on action. In another blog post I'll discuss some of our Aha! moments along the way with Exhibition and how we have changed the journey to better include student voice, choice and ownership. But in this post I'd like to tell you about the Exhibition workshop we just had.

I my last two blog posts I spoke about teacher agency and the roles and responsibilities within a school. I would love to work towards building a teacher powered school. Today we worked towards that vision.

Teacher-powered adjective

1. collaboratively designed and implemented by teachers.

2. teachers having collective autonomy to make the decisions influencing the success of a school, project, or professional endeavor. As in, teacher-powered school or a teacher-powered evaluation program.

In our PD session we wanted for teachers to be reminded of the five essential elements and to complete a min-exhibition in 105 minutes. Our question was how to make this experience authentic and engaging. And that is when the idea was born... teachers could run through the process of a mini-exhibition while creating a strategic vision.

We started with a gallery walk. All along the bulletin boards in the meeting hall we hung up images, documents and artifacts reminding us of "Who we are." These included curriculum maps, policies, handbooks, the whole school strategic plan, photographs of school activities, brochures/pamphlets, scope and sequence documents and more. Teachers looked through the gallery, added ideas with post-it notes, talked with each other and found their passion within "Who we are."

This led to the formation of groups with similar topics under common themes. A teacher who was looking at the playground joined another teacher looking at the lunch spaces to form a group focused on spaces and environments. These common themes were to serve as the related concepts as teams moved forward. We all shared our related concepts and then teachers were given the chance to move groups or go it alone.

Within their teams the groups identified the Learner Profile attributes and attitudes that would guide their essential agreements and collaborative inquiry for the day.

The groups "exploded" their topics and themes with a question-storming protocol (see IDEO for some great ideas for brainstorming and design thinking). Then they bundled their ideas (inspired by Kath Murdoch in "Classroom Connections") and sorted them into the key concepts creating concept questions.

What are our relationships like?

Are we modelling good relationships?

How can teachers feel more valued?

Are we approachable?

How can we build our teaching community?

Can we create this culture of a caring community?

How do such communities become delightful?

The three concept questions that resonated with each group were turned into their lines of inquiry. And this helped focus the inquiry under a Transdisciplinary Theme.
Who we are

Form: An inquiry into the nature of relationships at ISU JS

Causation: An inquiry into the factors that affect relationships

Change: An inquiry into how collegiality can be enhanced

Armed with their focus they then completed some research using the Approaches to Learning. This involved collecting brief primary and secondary data. We had teachers interviewing each other, completing short surveys, referring back to artifacts from the gallery walk and finding more information online.

Now with their thoughts and ideas focused by key concepts, related concepts, lines of inquiry and questions teams wrote their own Central Ideas.
Supportive relationships with colleagues help teachers to be more open, effective and reflective
They had reached their larger understanding. They were considering how to promote inquiry. They were being guided by action. They were writing Central Ideas. We have had workshops in the past helping us to elevate our central ideas using the model by Lynn Erickson. And we have discussed how we can take a noun-verb-noun phrase to a concept-verb-concept idea to then inspire action/inquiry with a concept-action verb-concept phrase and finally to stretch our thoughts into a Central Idea. This work paid off today.

Now was time to consider the Exhibition. How were we going to share our journey and process with others?

We had teams present a skit, a song, a rap, a speech, a poster, a summary and more.

More importantly we had teams present their passions for taking ISU forward, for making the Junior School a better place to teach and learn, for making this school their school - a teacher powered school with a strategic vision imagined by all those who work tirelessly everyday with the sole reason any of us are here - the students!

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PYP Exhibition Workshop as Strategic Visioning - Teacher Voice, Choice and Ownership

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Each year we spend a Wednesday PD session dedicated to the PYP Exhibition. It is a nice way to remind teachers of the journey the students make and all of our contributions along the way. We do not view the Exhibition as a grade 5 achievement but rather a school achievement with of course the...

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Journey

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Students have been working on making choices and plans of what they need to do in their exhibition. Before they go home students write a "to do" list of the things they are going to work on that night. The next morning they have to prove that they did the things they wrote by showing evidence of their learning. They need to share and show their evidence with 3 other students. Their work is checked and then "sign off" as been completed. A great conversation for students to have to hold them accountable for their learning!

It is crucial that as teachers we find ways to bring in talents, skills and knowledge into the classroom. Matt is a fine example of this.

He is in his element right now in the exhibition. He is confident. He is so interested. This is because he is doing something that matters to him. Matt is able to share these strengths and passion with others. As a result he is becoming more confident, revealing skills that may not have come through in other units of inquiry where he did not personally connect with. Teachers need to take the time to notice hidden talents and allow such opportunities to happen. Bring in the things that comes so naturally to them outside of school.

Concentric circles can be used in just about every context and learning experience. This clip shows how concentric circles can be used to identify people in our community. These people are the experts that we can seek out to help guide students and create opportunities that may not have been available to begin with.

It is these people in the community that bring out the best in both teachers and students. When we draw on these skills and knowledge, new exciting pathways emerge and this empowers student learning immediately.

The benefit of this process is that it changes for every unit of inquiry as the knowledge base changes too.

Do you know the people in your community and what they can offer?

These two are designing and building race tracks for model cars, like Hot Wheels. They feel there are not enough "non-sport" options for the kids in the school and that many of them will love racing cars on their tracks. They have been amazingly engaged by their project as they've been working on design and construction all year as part of their Passion Project.

Specialist Teachers possess a massive amount of knowledge, expertise and talent that homeroom teachers do not. They can offer students going through an important educational experience like the PYP Exhibition a massive amount of guidance and support. But, how we involve them in the Exhibition seems to cause many of us logistical and philosophical problems in IB schools.

One solution is to "collapse" the regular schedule at some point in the lead up to the Exhibition "staging" - about two or three weeks beforehand seems reasonable. Then, invite Specialist Teachers to come over to the homeroom during their regular, timetabled slot and ask them to focus on students working within their specialist area and, also, to offer support to other students as a regular mentor.

Here is a video showing this model in action. You can see the profound effect this particular teacher has on the direction students are taking.

Just sharing. Your comments welcome!

I was recently asked to elaborate a bit more on the message I often give people to try and keep the staging days of the PYP Exhibition as simple as possible. This part of the whole experience can often completely take over and become a massive, and sometimes meaningless, show.

At NIST, we have tried each year to make the staging as simple as possible. We ask students to try and use only one form of presentation to attract the attention of people and get conversations going. We expect our students to be able to speak knowledgably, passionately and thoughtfully to as many people as possible. This is where they reveal their understanding, where they tell the story of their Exhibition journey, where they reveal the processes they've been through and where they discuss next steps.

All of this comes out of their mouths! It is not printed on endless bits of paper. If their Exhibition really comes from the heart, the words will flow very naturally.

Here is a little video to illustrate the point.

When planning a PYP Exhibition, we are faced with a number of options that need to be determined before we hand over to students. Decisions like:

Will it focus on one particularly transdisciplinary theme? Who will choose it?

Will the students be free to select a transdisciplinary theme to focus on themselves?

Will there be one central idea? Who will write it? Will it be given to the students?

Will the students write the central idea as a whole group? Will individuals or groups write their own central ideas?

Will students be presented with lines of inquiry or will they write their own?

Will students be presented with the assessment tools, such as rubrics or continuums? Who will create them?

Will students create their own assessment tools?

The answers to all of these questions depend entirely on each individual school as the guidance from the IB is very flexible. Schools need to carefully consider where their students are at by the time they reach the PYP Exhibition, as it should reflect their journey so far and not be a completely new experience. If students have not selected a transdisciplinary theme to focus on before, do they need to do it now? If students have not written central ideas before, do they need to do it now? If students have not written lines of inquiry before, do they need to do it now? If students have not created assessment tools before, do they need to do it now?

My colleague, Glenn Davies, always asks "is it worth it?", and I advise everyone involved with PYP Exhibitions to make that their mantra in the initial planning stages too.

The PYP Exhibition is all about helping students show how far they have come, not setting as many difficult traps for them as we can! Celi Harper, a participant in the PYP Exhibition workshop in Tokyo recently, said that the PYP Exhibition is a "development of self" and therefore the challenges it offers should also be developmental.

I suggest using a mindset similar to the one in Kevin Bartlett's "Cauliflower Principle". Make sure the PYP Exhibition really is just the next step in the development of the students. Don't overload them with too many tasks that may cause them to resent or fear the experience.

Also, PYP Coordinators should use the "Cauliflower Principle" to make sure students are coming to the PYP Exhibition already prepared for the experience. Each teacher the students have in the years leading up to the PYP Exhibition should see themselves as a crucial factor in that student's success, even though the Exhibition may be several years in the future!

Effectively bringing in the talents and expertise of specialist subject teachers during the PYP Exhibition can drastically change the whole experience for some or all of the students. However, negotiating and planning becomes exponentially more complex the more adults are involved!

Here are some perspectives on this complex but very valuable issue (click on the image to go to the original posting):

Some participants are curious about how we assess what students have achieved in their PYP Exhibition. This is the rubric we used to guide students last year, and it is not much different from the rubrics we have developed for other units of inquiry.

We try to keep the assessments very simple. This is to avoid adding further stress to students and teachers, and to avoid the trap of teaching to the assessment.

This was Simone Reilly's response on Twitter. She is happy to share more thoughts on this topic so feel free to contact her using Twitter. I have asked Simone if we can get a copy of the documents from her... so, fingers crossed!

I do agree with Edna. Teachers who are adept at "kidwatching", know their students and know the curriculum, can take very detailed anecdotal notes just by watching their students go through the process. This is very powerful, and very formative assessment.

Here are those links:

Travis echoes Simone's approach... and touches on the complexities of assessing action. This is continued here:

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Students have been working on making choices and plans of what they need to do in their exhibition. Before they go home students write a "to do" list of the things they are going to work on that night. The next morning they have to prove that they did the things they wrote by showing evidence of their learning.

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How were the ideas and information presented today connected what you already knew?

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How were the ideas and information presented today connected what you already knew?

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1. That assessment as learning is highly effective. That the purpose of the exhibition is to highlight the journey the students have been on through their schooling.
2. The ideas and information today were very helpful. The time we had to look at assessment samples and compare with our own assessment was very valuable and made me think that we needed to review our rubric to provide mid Exhibition feedback and then summative feedback. I also think we need to add the Learner Profile to our rubric.
3. I really value student agency and understand how important it is for engaging students in learning.
4.The ideas of assessment built on what we are currently doing as a team. It was very helpful to have samples to look through and have time to modify some to assist our students' learning for the exhibition.
5.The discussion around the mentor role and how to facilitate students as they explore (or is it discover??) their essential elements connected well from what I learned the previous day.
6.The idea of the exhibition being about the whole process of the children’s learning and how we look at the stages the child goes through were beneficial and connected with my prior experiences and understandings of the exhibition and what it looks like.
7.Focus on their passion/interest and importance of making it student-centered

The idea that it is a showcase of their PYP learning and includes all the key elements

8.The assessment part of today reassured me how we assess our students during exhibition is effective and worthwhile for our students.
9.Reinforce the student at the heart.  Enjoyed hearing the various ways in which school cater to this.
10.Great day, assessment was really good, because i now think our assessments are limited.
11. The ideas and information presented today were connected to my knowledge through the use of the IB PYP allowed me to use that knowledge to synthesize other people’s examples and experiences. It has allowed me to begin to develop a clear plan of action to follow over the next few weeks and months and the required elements needed before the exhibition process begins.
12.We use Growth and Fixed mindsets as a way of reflecting and setting up goals for students.
13.I knew some of the information presented today but it was clarified clearly. For example, I knew that formative assessment was a big part of exhibition but it was put into context today which made me understand how I will best use it in my own school setting.

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What new ideas did you get today that extended or pushed your thinking in new directions?

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What new ideas did you get today that extended or pushed your thinking in new directions?

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1. Consolidating ideas around the timeline and the role of the mentor. 1 point rubric and using the Lotus Diagram to further conceptual understanding. “Tug of War” and “Colour, Symbol, Image” – could be used as formative assessment.
2. I loved the idea of involving parents in an Exhibition provocation evening to begin Exhibition. I also thought that it was amazing that Year 4 students were participating in Exhibition. Having taught Year 4 for the last two years it really showed me that Year 4 could be extended in their ability to inquire.
3.The mini exhibition this morning helped me to identify some of the challenges students experience during the exhibition. In particular, the challenges of articulating ideas clearly, to many different people. It felt a bit overwhelming to communicate so much information in such a short period of time. A potential solution could be having some question prompts for visitors. The exhibition process also helped reaffirm the importance of empowering students to find an authentic issue they are passionate about. Finally, I’ve realised that the exhibition should celebrate student learning journeys and that this is an important message to communicate to students as well as teachers and families.
4.The journey of exhibition can be a physical journey and can look very different.

The visible thinking strategies were very helpful.

Being in the students' shoes of being an Exhibition presenter allowed me to reflect on the potential ways we could help improve the students' experience.

5.That the exhibition itself doesn’t have to be rigid with ensuring that each student knows their essential elements by heart. The importance is their journey and how they go about creating what they want to present.
6.The discussions about assessment and how it is structured / undertaken in different schools contexts was good to listen to and my thinking about how to best structure assessments and document this was extended beyond my previous experiences and understandings.
7.Assessment – how we can adapt what we’ve done in the past to make it better

Visual thinking tools

Framing the exhibition – hearing different school examples and sharing ideas

8. Ideas for supporting the students during their presentations at exhibition such as question prompts and parent questions, extended my thinking for what we can do to help our students.
9.Ideas extended thinking of how to provoke the inquiry.
10.How to broaden assessments, also how to incorporate learner profiles, etc into assessment.
11.The new ideas that II got today was to HIGHLIGHT STUDENTS STRENGTHS in the Exhibition process. Rather than having a set expectation, allow students and guide students to follow an inquiry path that allows them to be proud of their work and have a sense of ownership over it.
12.You extended my thinking on self-assessment and how can it be valuable.
13.I had never heard of a one-point rubric so that was new. I would like to use that in the future. Also, thinking about possible conflicts and resolving them was profitable.

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What is still challenging or confusing for you to get your mind around? What questions/wonderings do you have now?

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What is still challenging or confusing for you to get your mind around? What questions/wonderings do you have now?

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1. What to do with the grade 5’s in a composite class.
2. I feel challenged to really get alongside Mentors this year with Exhibition and would like to see more information and support given to them in the Exhibition process.
3.I really enjoyed the opportunity to learn about different assessment tools and practises. I am on my own journey of thinking about the formal assessment practises used in my school and whether they authentically capture student understanding as well as individual learning journeys. This is something I need to keep thinking about.
4.The challenge for me is to know how to implement everything I have learnt so far into our programme. I have gained more ideas of how Exhibition could look like in the 21st Century and look forward to learning about more ideas.
5.Starting to think now about what the big picture will be for our school over the next few years. We know where we want to go. Next step is ensuring that we bring all the elements together to give students the best opportunity for success.
6.I am still struggling with the required complexity / detail of assessment tasks and whether or not they need to explicitly refer to the essential elements, as I have seen examples where every elements is individually set-out while others are in child friendly language and do not look like assessment pieces for the PYP exhibition at all. I am also challenged by my school’s current practice of having the students create concept questions for all eight concepts and whether or not this is correct or we should only be focusing on a handful, rather than all.
7. How do I support the students when writing concept questions?

How to find a balance with assessment (less is more) ideas

8.I am still a little worried about being able to support new team members that haven’t done exhibition before and making sure they feel confident leading up and during the exhibition process.
9.Which way to go from here? Many ideas, the challenge now is to select a process.
10.What are my next action steps, and thinking about my school timeline to get exhibition off the group.
11. The process that students follow, what comes first in their process to develop a Central Idea and lines of inquiry. Also what are the benefits and disadvantages of group vs individual exhibitions.
12.The challenge of developing a ‘less is more’ type of assessment that still assesses the essential elements and move the students forward in their learning.
13.The challenge for me is the week by week structure of exhibition, knowing how to teach it in a day to day context. I wonder what scaffolding I will need to ensure the students are to complete the process in a timely manner.

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USC Marshall

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Types of Action - Infographic