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From Trevor MacKenzie & Rebecca Bathurst-Hunt

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Guided planner created by Cindy Blackburn with Toddle

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Exhibitions, the culminating learning experience of the PYP, hold a special place in every PYP classroom. It gives students an opportunity to take responsibility for their learning as they actively engage in planning, presenting and assessing learning. Designed by Cindy Blackburn, this guided, visual planner will help you scaffold each step of the exhibition process while giving students agency to take ownership of their learning.

There's more!

Cindy has created learning experiences and activities for you to unpack each step of the PYPx student planner. These tools will help your students from setting up for exhibition all the way to sharing their exhibition. Get them for free now on Toddle Community!

How to use this resource:

Download the editable student planner

Edit sections to meet the needs of your students and school context

Make copies for each student

Assign the planner and begin using immediately

The all-in-one collaboration platform for educators.

Toddle streamlines planning, assessments, reports, projects, portfolios, and family communication - all from one place!

Book a free demo

Disclaimer - This resource has been produced independently of and not endorsed by the IB. Toddle's resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school's IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.

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Scaffold your students through each step of the PYP Exhibition with this beautiful, editable guided student planner.

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Exhibition for Mentors and Parents 20-21 Tomlinson

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Developing Central Ideas and Lines of Inquiry

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Developing Central Ideas and Lines of Inquiry

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We have developed the central idea and also the lines of inquiry.

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From the IB published Nano PD

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1. Connect: How do we go from global issue to central idea?

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Weebly site with student published student projects.

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The PYP Exhibition is a chance for students to demonstrate all their Learner Profile attributes and skills from the Approaches to Learning. The students synthesize all these skills and attributes to spread their wings as learners. I'm sure you'll be just as proud of them as we are when viewing their independently created web pages. You can both leave feedback for the G5 team below as well as leave feedback for individual students and groups on their pages.

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The PYP Exhibition is a chance for students to demonstrate all their Learner Profile attributes and skills from the Approaches to Learning. The students synthesize all these skills and attributes to spread their wings as learners. I'm sure you'll be just as proud of them as we are when viewing their independently created web pages.

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Lots of videos and resources that you can use for each stage of taking action.
https://www.helptakeaction.com/a-is-for-action-resources.html

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Eryn Sherman shares how she did the exhibition with her students in Malaysia

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To get the students started thinking about what action they wanted to take, we encouraged them to examine the form, function, connection and responsibility of these examples of action

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Activity

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The word is well and truly out. The newest hub bub in the IB world is the Approaches to Learning Skills. Formerly known by the International Baccalaureate Organisation as the Transdisciplinary Skills, these are, simply put, a set of skills that we use when we are involved in learning. They come grouped into five sets: Thinking, Social, Self Management, Research and Communication. They naturally have growth mindset occurring within them, since they cover many different behaviours, self control as well as thinking and communication strategies.

As part of your IB PYP classroom, it is usual to see the skills listed somewhere within the room, as posters ( more posters can be found in my store here and also here) and as part of our daily learning objectives. We often refer to those throughout our week and I also like to list them on my daily Learning Objectives boards, tied in with the subject and goals for that day.

By incorporating the skills (as well as the Learner Profile and Attitudes) into your daily learning objectives, they naturally present a great way to reflect on the learning and skills used at the end of each day.
" How were you a good communicator today?"
"How did you use your research skills?"
"When did you use self-management skills today?"

Developing An Awareness of the Approaches to Learning.

Developing an awareness of the transdisciplinary skills within the children is one of the first things that I like to do at the beginning of the school year. It is important as learners, that they not only recognise the skills that accumulatively make up their active learning but that they can actually point them out when they are using them. Reflection is tantamount to growing, improving and setting goals. There is an entire post on reflection within the PYP here, if you feel like clicking over.

Looking at the picture of my busy kiddos above, you can identify how many of the skills are being used within this learning activity, without even hearing the conversations. It is easy to see there is communication, sharing and discussion of ideas, thinking of ideas, noting down suggestions and coming up with a plan, not to mention the social skills that it takes to listen to others , take turns and self management required not to infringe on others' space etc.

This is an easy activity to follow through with your own kids too. Take a few pictures of them in action, show them on your Smart board or overhead and have them identify the skills they themselves have been using. A teacher author on Teachers Pay Teachers sells a pretty simple but effective recording sheet for keeping track of the skills we have used in a day. You can take a peek at it here.

In a bid to get my fifth graders up to par with their skills, before the onslaught of our Exhibition, I developed these task cards as a fun and interactive resource for practising the skills and putting them into play! With drama, research and many thought provoking scenarios presented, the kids ABSOLUTELY LOVE THEM!

I designed these with my 5th graders in mind and I'd definitely recommend them for 3rd-6th grades. However, the Self Management cards and the Social Skills cards can be used from 1st grade up, if the teacher reads the cards aloud to those lower grades. The Research, Communication & Thinking skills task cards require basic multiplication knowledge, reading of graphs and so on.

They are a terrific way to actively practise the growth mindset directly involved within the Thinking, Research, Communication, Social and Self Management skills. The task cards can be used in a variety of ways that encourage the children to reflect and think positively of themselves and others in various scenarios that are easily relatable to them. They are asked to reflect on situations that require analysing, synthesising, categorising and evaluating, present doubt, possible antagonism, confidence issue s and other difficulties. As you help the children with these skills in a safe, familiar environment, it will greatly benefit them throughout school year. You can purchase them as individual packets, each skill contains approximately 32 cards and a classroom poster outlining that particular skill, or the entire bundle of 5 sets, with all of the cute posters too.

Some ideas for ways that I have implemented them include:

Whole class - sitting in circle, each child will have a card to read aloud and then share their opinion. These can be discussed as you go around the circle.
Teacher led - read aloud a card to a small group and have them interact with each other to solve the problem or scenario.

Small groups- Place a pile of cards face down in the middle of the group. Each person will take a turn to read a card, act out or offer their opinion and then those can be discussed within the group.
Independent work - Each child can work with a few cards and write or draw how they would solve the social problems presented on the task cards.

I hope that this has been somewhat useful for you and that you are able to use a few of the ideas included. You can link to another blog post here, specifically focusing on how drama can reinforce the ATL skills. It is really so much fun! Please do let me know of your own ideas for developing the Approaches to Learning Skills. I love to share ideas! Let's stay in touch! By clicking here, you'll be able to follow my store and know first when new IB PYP products are available.

Enjoy!

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The word is well and truly out. The newest hub bub in the IB world is the Approaches to Learning Skills. Formerly known by the International Baccalaureate Organisation as the Transdisciplinary Skills, these are, simply put, a set of skills that we use when we are involved in learning.

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Could be used in many ways for PYPx

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United Nations COVID-19 Response Creative Content Hub

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Thousands of creators from around the world generously submitted their work to help communicate important and unifying messages that can combat the spread of COVID-19 and unite the world during this pandemic. The creative work is free to share and available in multiple creative formats and languages.

Click a COVID-19 Response Stamp to filter content by each key message.
Download the official COVID-19 Response Stamps here.

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United Nations COVID-19 Response Creative Content Hub

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Thousands of creators from around the world generously submitted their work to help communicate important and unifying messages that can combat the spread of COVID-19 and unite the world during this pandemic. The creative work is free to share and available in multiple creative formats and languages.

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Asynchronous vs. Synchronous sharing out 

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Asynchronous vs. Synchronous sharing out 

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Adam in Hanoi, used Padlet to house and share all of the student's presentations. He's organized it so each presentation includes a screencast from the student and a column for feedback from others.

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They can also create a website informing people and creating an awareness about their central idea. They can use Wix.com which is free to create. They can even add some popup polls to their website using crowdsignal.com.

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They can also create a website informing people and creating an awareness about their central idea. They can use Wix.com which is free to create. They can even add some popup polls to their website using crowdsignal.com.

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Flipgrid and MS teams are great for collaborative shares and both are GDPR compliant

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Flipgrid and MS teams are great for collaborative shares and both are GDPR compliant

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We created a class blog in Edublogs for students' weekly reflection entries.

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Edublogs is more than just WordPress

Edublogs enhances WordPress with education-specific features, themes, and plugins. We offer tailored tools for classroom management, student privacy, and collaborative learning.

Our platform is designed to meet the unique needs of educators and students, with dedicated support and an active educational community.

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Edublogs is more than just WordPress Edublogs enhances WordPress with education-specific features, themes, and plugins. We offer tailored tools for classroom management, student privacy, and collaborative learning. Our platform is designed to meet the unique needs of educators and students, with dedicated support and an active educational community.

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Posters

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Connecting Language and Concepts

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This was shared with me by Eryn Sherman. Expanding the audience to include IBEN &PYPC community members. Love the special attention paid to child protection and safeguarding.

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Ika Patua

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Souad Merhabi Mounla

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Folder Path

Virtual Exhibition

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Name

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1. Messages from the facilitators about the process

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10. Rubrics and Checklists: Written Component/Oral Component

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11.Preparations for Staging the Exhibition

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12. Examples of Action

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13. Examples of Oral Presentations

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14. Single Subjects Choice Table

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15. Students' Final Work

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17. Compilation of the Exhibition's Components/Class

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18. Trailer Videos

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19. Final Trailers

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Google Doc Resources too

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Teachers at AISG collaborated to record a presentation to parents (with Chinese subtitles) about the exhibition process and sent it along with a survey to collect questions before a live Zoom town hall meeting for parents.

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Assessment of Lines of Inquiry

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Students using the SOLO to go deep with lines of inquiry

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Shanda White (GSIS in Korea) shared this fabulous document that outlines the work she does throughout the year to scaffold and support PYPx.

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For those using Zoom to connect... these are helpful

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Best Practices for Securing Your Virtual Classroom - Zoom Blog

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Lock meeting and chat, restrict screen sharing & more: Here are some best practices for securing your virtual classroom using Zoom.

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Bewährte Methoden für die Sicherung Ihres virtuellen Klassenzimmers

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Curated by two of my students.

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Padlet

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Skills challenges for home learning on Toddle's remote learning page

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Meet your Mentor and Expert

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2020 Mentor and Expert Meetings Template

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Mentors and Experts Monday Meetings eLearning

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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I made this graphic as part of the info we're presenting to parents and students to get them thinking about what form action can take.

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We're (IS Dusseldorf) embracing the idea that through technology the sharing opportunities are endless. We're encouraging students to think creatively about the ways they could share:
Do you only have to share at the end? What ways will attract the largest/most authentic audience. Could they create a podcast? A youtube channel? etc.

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Here is the PPT we used to introduce the idea of mentors to our students at CAIS

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This is the exemplar we used to model the letters for our students.

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Lots of resources and provocations to get students thinking about action.

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Created in South China PYP Network.

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IB ATL Skills - Journeys Through Teaching

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Click on the images below to jump straight to the skills you are looking for.

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Our students (AIS Kuwait) are presenting their findings and responses to their learning as video and uploading these to EdPuzzle - there they can overlay questions to prompt their audience to interact. These will be shared on their class Teams platform and, with permission, via school social media

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The Exhibition

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Starting the PYPx journey via online learning

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Starting the PYPx journey via online learning

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One school's set up process... NIST International School in Thailand.

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Teaching and Learning

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欧美国产亚洲日韩在线一区_精品人妻av区_国产亚洲日韩网曝欧美精品

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欧美国产亚洲日韩在线一区_精品人妻av区_国产亚洲日韩网曝欧美精品

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Blog

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www.HelpTakeAction.com provides a free curriculum framework and supplementary resources to implement the scaffolding of the necessary skills that students need in order to take action. The site includes an Action Phase Document, accompanied by resources that focus on the following:

The stage of taking action requires that teachers and students become aware of the structure of the classroom environment and how they engage, scaffold for, and approach problem solving in the learning community. At this stage, teachers assess prior knowledge of skills and work collaboratively with students to develop a conceptual understanding of what action is within their classroom.

The Finding Out stage of taking action requires that teachers and students investigate experiences that add to their knowledge base. At this stage, teachers and learners place emphasis on the development of the skills needed to gather and record data in a variety of ways.

The Sorting Out stage of taking action requires that teachers and students plan and prepare for ways in which they envision themselves taking action. At this stage, teachers will foster the creation of systems for students to organize, analyze and communicate the information they have gathered. The learning community will set goals for plans of action and track their progress over time.

The Going Further stage of taking action requires that teachers and students act on the plans they have made. At this stage, the teachers provide opportunities for students to pursue the action they want to take and support the learners in the choices of appropriate mediums to take action. Students at this stage may raise and revisit questions, problems or complications to further the scope or direction of their action.

The Sharing Findings stage of taking action requires that teachers and students advocate for the action that they have taken. At this stage, teachers focus on fine tuning the skills needed to have the students' message reach a larger audience. Additionally, students are now experts in their understandings and identify multiple avenues for application.

The Sustainable Action stage of taking action requires that teachers and students create, monitor and foster systems to sustain the action they have generated. At this stage, students reflect on the action they have taken and ways in which they can broaden their base of influence. The goal is to have the action become extended beyond the original creator of the idea. To take the action from a local to global platforms.

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Teachers want students to take action that makes a difference to and in the world. Action is more a state of mind than a product and can only make a resonating difference to and in the world when it is developed in tandem with a toolbox of explicitly taug

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Blog

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Item Hierarchy for Student Action Scale

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The SharingPYP Blog

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Embarking on a new way of guiding the PYP exhibition and embracing parents as active participants.

A group of teachers at the International Community School of Addis Ababa embarked on a new way of guiding the exhibition this past school year. Most of us were new to the grade, new to the school, and even new to the continent. We wanted to give our students a wide range of ideas, possibilities and experiences prior to them choosing their issue.

How would we do this when we ourselves had few connections with or knowledge of the local community?

Addis Ababa is the headquarters of the African Union and the capital city of Ethiopia. There are a plethora of embassies, non-profit organizations, and manufacturing corporations that employ countless workers whose children often attend our school. PYP: From principles into practice defines the parent community as active participants "involved in the exhibition, either in the organization and timing, in accessing resources...(and) supporting and celebrating the development of internationally minded students." We asked ourselves, how can we make the exhibition more meaningful and student-centered by engaging parents?

With our exhibition scheduled for May and June, we decided to make initial contact early. In November students and teachers began calling for guest speakers from the wider community. We phrased our invitations in an open-ended manner in order to include as many parents from different backgrounds as possible. Our exhibition ran under the transdisciplinary theme, Sharing the planet, and our overarching central idea was Our choices and actions impact the world. We encountered some hesitation at first. "Isn't my field of research too difficult for grade 5 students? When will I find time to present around my work schedule?How large will the groups I speak to be?" were amongst the questions asked. We attempted to answer all these concerns with flexibility and respect. One parent worked at the African Union with internally displaced Ethiopian refugees. He shared his experience with a captivated group of ten-year olds, allowing the students to make connections to the local community. Another parent shared his passion for photography and the environment, and how he was bringing awareness to environmental issues here in Ethiopia. We had decided early on to make connections to the United Nations' Sustainable Development Goals (SDGs). One parent had worked extensively on development issues in Ethiopia as related to the SDG framework - e.g. on peace building, poverty reduction, gender equality, environment, and climate change, among other things. She turned out to be a wealth of knowledge and inspired both research and action in several groups. We felt we had really hit the jackpot with the variety and depth of knowledge and expertise our parent community was able to provide.

Another way parents contributed to the success of the exhibition was the organization of field trips. At previous schools and in previous years, field trips have been heavily inspired, planned and led by teachers. If we truly strive for student agency in the entire process, a teacher centered field trip wouldn't do. One group of students researching gender equality organized a trip to the CARE organization which helps empower local women via access to healthcare, education and more. While the students made all the arrangements for their field trip, it was one of their parents who chaperoned the trip. Another group of students investigating plastic pollution planned and visited COBA, a local recycling plant. While yet another visited Bright Star, an organization helping street kids and the homeless. Without the support and guidance from our parent community, these local learning experiences would surely not have happened.

One of the research requirements for our grade five students was to partake in either a field trip or an interview. Many of the interviewees were parents. One mom who has worked on gender equality issues here in Ethiopia volunteered to be interviewed by a pair of eager girls. She spent over an hour with them in addition to emailing advice and answers as they arose. She shared with me, "I have experience talking to adults, but not with children. So, I was curious and a bit nervous but, unexpectedly, I enjoyed it and the children were very attentive." Another parent was interviewed for her knowledge of city planning in her home country, while yet another talked to students about her perspective on cyberbullying. All interviews allowed the students to gain a primary source of knowledge while growing the parent's understanding of the PYP exhibition process.

A common grievance amongst PYP educators is that parents don't understand the program and the benefits of an inquiry based educational model. The research shows that including parents in the learning process fosters a stronger sense of community, better school reputation, and higher quality programs*. We certainly found this to prove true here at ICS. After the exhibition, several parents shared their thoughts on how their feelings towards the PYP and exhibition had evolved. "In my opinion, students did not only demonstrate their knowledge in their projects, but also many other things like their capacity for team work, presenting their ideas in different methods, the idea of innovation, etc. It shows the whole process of learning too!" Another parent shared, "Some kids told me on the school grounds later on that they thought my talk was awesome. Then I felt even better than if I had given a presentation to adults. I hope my talk in some small way will contribute to these kids growing up with knowledge about, and empathy for, those who are less privileged than themselves."

This was only our first year as a team guiding the exhibition. What will our next steps be? We already have a long list of changes for next year. How can we move towards an even more student-centered exhibition? How will the new enhancements guide our practice? One thing is for sure, at a school like ICS, Addis Ababa (and hopefully any school), incorporating the parent community will continue to play a key role.
References
*2011, Olsen G.W., Fuller, M. L., Home and School Relations: Teachers and Parents Working Together, Pearson Education

Agnes Theilen, is the PYP Grade 5 teacher at International Community School of Addis Ababa. Agnes has taught in PYP schools for the past ten years in Europe, Asia, and now Africa. She loves the connection to one another the PYP, and specifically what the exhibition brings to PYP schools all over the world.

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A group of teachers at the International Community School of Addis Ababa embarked on a new way of guiding the exhibition this past school year. Most of us were new to the grade, new to the school, and even new to the continent.

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Blog

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Step-by-Step Through the IB PYP Exhibition

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The IB PYP Exhibition is like learning to drive. You always remember that very first time you were in the driving seat and how daunting it all seemed. Well, dear friends, if you are about to embark on that journey through the PYP Exhibition, hold onto your hats! It is definitely one of those...

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Step-by-Step Through the IB PYP Exhibition

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Could we match classes up with others in the group so they have an authentic audience? Flipgrid could allow students to present and give feedback to peers as part of the sharing process?

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More links and ideas

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AISG developed these guidelines for parents, students, and staff.

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We are using Yr 11 students as they need the Action time and also we wanted to give the teachers a break. With distance learning we are now having a teacher and Yr11 mentor.

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Co-constructing Central Ideas and Lines of Inquiry

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Co-constructing Central Ideas and Lines of Inquiry

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I wrote our PYPx journey last year and it talks about how we wrote the CIs and LoIs - I am planning to adapt this to an online process using Office 365 and Zoom
@LucyElliott5

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If I am honest this whole year has been a huge learning curve for me. It is my first year as a PYP 6 Homeroom teacher and also the first as PYP Coordinator. It has been quite the balancing act but a great opportunity to develop my practice as a teacher and in leadership. If it weren't for the amazing PLN I am a part of, having had 9 years in an excellent PYP school in Uganda, and particularly guidance from Ryan, My previous PYPC, I would be floundering! The PYP was accredited in 2016 at our school and we are embarking on our self-study for the evaluation visit next May 2020. And it is PYP Exhibition time.

Our PYP6 students are all pretty comfortable with the main elements of the programme and so I have launched an Exhibition under the TD theme Sharing the Planet, inviting the students to pick their passion through this theme with the UN Sustainable Development Goals to add an extra focus. We have been building up to this over the year, developing skills in previous units such as writing concept questions and lines of inquiry, using the SDGs as an inquiry focus, putting on a exhibition and so on. We have been talking about this time since August.

I have had the students exploring and looking at action since the beginning of March, as this is an area we need to strengthen as a school. I felt if we started with it in the inquiries it would help to put it front and centre in the whole process.

PYP 6 Change Maker Padlet, with provocations about 'action' to inspire the students

Using the Visible Thinking Routine 'Peeling the Fruit', to unpack passions and the understanding of the transdisciplinary theme

As a starting point for the Exhibition, and inspired by posts I had read elsewhere, the students spent sometime thinking about their passions and how that want to change the world. We then used the "Peeling the Fruit' Thinking Routine from Harvard Project Zero, to explore the TD theme and identify areas of interest. The students wrote the TD theme in the middle of the 'fruit' then they broke the theme up into its component parts and created a 'segment' for each. This is where they did the unpacking - what does it mean? How do they connect to it? What are their understandings and interests in this area? What do they want to find out? They used the 'outer layer' to write their wonderings and connect the SDGs and then on the 'skin' they selected the part that they wanted to pursue in their inquiries and started to make a plan and think about action.

The whole process took some time and I was impressed with how much thinking went into it. The students were in pairs and filled a flip-chart sheet with their thinking. Although they worked with others, most pairs came up with different areas of inquiry. This detailed unpacking of the TD theme was a great success. It really allowed the students to think about the directions they wanted their inquiries to take and how their passions and the SDGs connected. As they went through this process they started to carry out further research to nail down their ideas. One of my concerns had been that they would all opt for the same area of inquiry as their friends and this allowed them to all think for themselves. Sure, some friendship groups are working together but most aren't and I think this will help students to be more focused on the learning.

The next step in the process was teaching the students to write emails. They need to be able to email to arrange trips and interviews throughout the PYPx process and when they move into MYP. At this point they would send emails with no subject, signature and little detail of what they wanted! So, I taught them how to write an email, we made a checklist of what to include and how to start and end etc. Then they practised by writing their exhibition proposals to me in an email. A way to assess and feedback on their writing and give them personalised feedback on their ideas.

We had areas of inquiry chosen and the groups came naturally out of the email responses they'd written to me. It made for a more painless process than anticipated! Next came identifying the concepts, writing lines of inquiry and central ideas. I will come to that in a later post. If you have questions or comments about this process I would love to hear them! One thing I will say though, is that facilitating this process as the homeroom teacher and the PYP coordinator has me learning as much as the students I think!

On a journey as PYP Coordinator, ELA teacher, and PYP Workshop Leader. Juggling jobs, learning and loving what I do. View all posts by Juggling Approaches to Learning

Published

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A Journey through the PYP Exhibition (part 1)

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If I am honest this whole year has been a huge learning curve for me. It is my first year as a PYP 6 Homeroom teacher and also the first as PYP Coordinator. It has been quite the balancing act but ...

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Oberoi International School, OGC Mumbai used this process for developing the CI and LOI's. We had given this out to the students and followed the process
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https://www.nationalgeographic.org/education/resource-library/?q=&page=1&per_page=25

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Levi Allison @C hadwick is currently using Flipgrid to introduce mentor experts for Ss to choose from. Then Ss and Teachers are using video chats (e.g. Zoom) to connect. Documentation using collaborative software (e.g. GSuite). As a mentor, I'd say it's an effective model to date.

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Enhanced PYP - The learner - Action @juouelle.pdf

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We could have a virtual festival and break out into different rooms with kids and mentors...I am still working this out but it is initial thinking.

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Virtual Galleries- recommended by IB as well.

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Virtual Galleries- recommended by IB as well.

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For the writing aspect of PYPX we have students work on an independent writing project. They use their research and incorporate their ideas into their own genre and format. Thus, they could be exploring gender equality and writing a realistic fiction picture book to do so. Students chose genre and format before we went on leave, but I feel this could be done at home too. See blog post from past years.

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Online learning, teaching and education continuity planning for schools

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Online learning, teaching and education continuity planning for schools

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I wrote a blog post about how we developed our central ideas and lines of inquiry through keywords. We did this in small groups, but if you have access to video conferencing this could work well. 

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I wrote a blog post about how we developed our central ideas and lines of inquiry through keywords. We did this in small groups, but if you have access to video conferencing this could work well. 

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Our #ISBerne students were planning what their actions might be when we got the news that schools would now be closed, and then on top of that social gatherings of 5+ are banned, shops closed etc...

So, this will make it impossible for some of the planned actions - e.g. the student who wanted to organise a class trip to take part in post ski season mountain clean up...

So, I'm thinking now that they should proceed in two ways - 1) finalise their plan for intended action and 2) their adapted plan for action based on new circumstances

@domthomas8

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The mother-load of a blog post and webinar by Sonya Terborg, PYP rockstar based in Nanjing, China.

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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:

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.

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

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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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...