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I agree with you Barb. Many students might think that the important thing about their exhibition is the product, but we have to emphasize that the process is the heart of the exhibition. Action can be big or small, but their growth as a learner during the process in the pursuit of their personal interests is what really matters. Thus, reflection should be a regular practice among students.

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I teach my students this acronym to help them remember the basic sources for conducting research. M=Media (internet, nonprint), I=Interview, S=Survey (for gathering perspectives), O=Observation

Plus I teach in Japan so MISO is very easy for them to recall!

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i know that there are students who are not on the "artsy" side and would rather concentrate on the facts they have to present. In this case, mentors should also be able to give advice on how they can further improve the overall appeal of their displays. I think this is also a big factor that will improve the impact of their exhibition.

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I like that they are prompted with questions to think about. Some students just need that help to reflect. I am wondering again though if we need more space on some. Of course, if this was electronic, that would be easy to do. We would have to use our Visual Thinking Skills with this and model how to really reflect to get to the core of the exhibition - the PROCESS.

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A visual representation of the exhibition journey can help students in making connections with their learning. They can use illustrations, drawing and symbols to make their thinking visible and visually appealing.

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Students should be able to present however they choose. They just have to meet the criteria. When we first started, we prescribed a tri-fold board. Then we moved onto Google Slides. Then we started to encourage them to incorporate some creative way ( especially when it is usually under the Theme - How We Express Ourselves). Then pandemic hit and Google Slides was back - for online purposes. This year, we have been discussing letting them choose.

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Students will need to understand this is a planner and they still will have to do their inquiry in a journal. The planner is for "planning" and they will need more room to actually keep track of their inquiries. We have had different types of journals. We are always looking for ideas and what might work best for them. We have had journals where students have to have each type of question ( key concepts), etc but then felt that was limiting. We have considered having it open-ended but are concerned with the students that never get those good inquiring questions down. So, we are trying to find the balance. If anyone would like to share ones that they think are GREAT - I would love it.

The planner is for "planning" and they will need more room to actually keep track of their inquiries.

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Students can take pictures or create flow charts, concept maps, visuals or videos to document the process and the action they took.

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Students can create a presentation on any tool of their choice (Google Slides, Prezi, iMovies, dioramas, poster, etc.)

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We have had many variety of mentors. It has depended on what is going on in the world or around us. We have had community members. We also just have had staff during pandemic or George Floyd developments. But, it can be parents, staff, community members, friends in different work roles, etc.

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Students can reflect in an exhibition journal where they can answer certain questions as they progress. There can be a section for mentor's feedback.

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The experts can be parents/ guardians in our school community or non-profit organizations

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I agree - I would give students both options. I have some that would prefer online and some that learn better paper/pencil.

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Students can have a creative component when sharing their work. Apart from the presentation, they can write a song, perform a play, dance, musical drama, etc.

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I agree with having the planners in a digital form. It's easier for all members to collaborate and provide feedback

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I think this is an excellent idea!

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Sometimes difficult to quantify. I think it would be clearer for the students to have some type of rubric to go with this in order to reach a deeper reflection.

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Understanding how they are going to present their work and what they want to do with their learning. On occasions this is a challenging part, in my experience they need support with creative ways to do this and making their Exhibition boards attractive.

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On many occasions the mentor and teacher guidance is important. Apart from the internet and books, it might be interesting to see if you can connect the students to experts or other people in the community that can support their line of inquiry.

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I think the planners should be an online file, shared with the mentors so they can input ideas and collaborate in realtime. Also, this should prevent losing planners that are printed out.