What makes this process special in our class is that students use the key concepts as a lens to form their questions. For example, in a unit on civilizations, a student might ask, “How has the Egyptian civilization changed over time?”—a question driven by the concept of change and possibly linked with connection or perspective. This approach not only deepens their thinking but gives clarity and direction to their inquiries.

To build on their prior knowledge and extend their wonderings, we use Visible Thinking Routines such as K-W-L, See-Think-Wonder, or Think-Puzzle-Explore. These routines empower them to map what they know, what they’re curious about, and what they hope to explore further.

Agency also extends to how they learn together. Students have the freedom to choose their seating, form their own collaborative groups, and decide how they want to research and present. The beauty of it is—it’s all done by them and through them, while we simply guide and facilitate their journey. It’s incredible to see how this ownership transforms their engagement and depth of learning.

When it comes to learning tasks, differentiation plays a key role. For every learning objective, students are offered a range of tasks—each catering to different learning styles and readiness levels. They choose the one that aligns with their strengths or challenges them just enough to stretch their thinking. This way, they are not confined to a one-size-fits-all approach but rather encouraged to take charge of their own learning journey.

Research is another area where choice truly flourishes. Whether it’s exploring books, scanning articles, conducting online research, interviewing an expert, or working collaboratively with peers—students choose the method that best suits their inquiry style and topic. They also decide how they wish to document their learning, whether through journals, digital slides, posters, videos, or podcasts.

This layered freedom not only promotes agency but also builds essential life skills like self-management, critical thinking, and intrinsic motivation. It’s a joy to watch students navigate their inquiries with confidence, knowing their voice and choices truly matter in the learning process.

• Classroom Debates: In a unit about the effects of media on behavior, I organized a debate where students argue for or against the influence of social media on society. This gives them a platform to express their views and practice critical thinking skills in a structured way.

• Student-Led Discussions: During our unit on the body systems, I invited students to lead their own small-group discussions about one specific body system (e.g., the respiratory system). After their discussion, they present their findings to the class, giving them a sense of ownership over their learning while also allowing them to share their voice.

• Student Feedback on Lessons: After a lesson on media and its types, I encourage students to write short reflections or share their feedback on the lesson. This could be done via exit tickets, where students express what they learned and what they found challenging. It gives them a voice in how the class evolves and helps me tailor future lessons to their needs.

• Flexible Learning Activities: In a lesson about the nervous system, I might give students the option to either read an article, watch a short video, or complete a hands-on activity (such as building a model of the brain) to learn about how the nervous system functions. This allows students to choose the method that best suits their learning style.

• Independent vs. Group Work: When exploring a concept like media’s influence on decision-making, I give students the choice to either work independently on a research project or collaborate in small groups. Some students might prefer the quiet focus of individual work, while others thrive in group discussions.

• Creative Expression: After learning about the circulatory system, I allow students to choose how they would like to express their understanding. They can draw a detailed diagram, write a story that incorporates facts about the circulatory system, or create a presentation for the class. Giving them creative freedom enhances their engagement and ownership of the learning process.

By focusing on voice, choice, and ownership, my classroom has become a dynamic, student-centered environment where learning is more meaningful and empowering.

• Goal Setting and Reflection: At the start of each unit, I ask students to set a personal learning goal. For example, during our unit on media literacy, students might set a goal such as “I will be able to identify the different types of media and explain how they influence opinions.” Throughout the unit, they revisit this goal and assess their progress, making adjustments as needed. This process helps them take ownership of their learning journey.

• Peer Review and Feedback: To help students take ownership of their writing, I introduce peer review sessions. Students share their work with a classmate and provide constructive feedback. This encourages them to take responsibility for not only their own work but also for helping others improve. It also helps build a sense of community and accountability in the classroom.

• Project-Based Learning: During a unit on body systems, students work on a long-term project where they research a specific system (such as the digestive or respiratory system) and present their findings to the class. They have complete ownership over the project—from researching, creating visual aids, and delivering the presentation to reflecting on what they learned and how they could improve next time.

• Student-Led Conferences: For mid-year and end-of-year conferences, I invite students to lead the conversation about their learning. They reflect on their academic journey, share their strengths, discuss areas of improvement, and set new goals. This process reinforces the idea that they are in control of their progress.

In my grade 4 classroom, choice plays an important role in student engagement. For our PBL task,  students may choose their own topics to explore, while I play the facilitator as needed to help guide students. I can see my students take ownership of their learning. In literacy, students can select books or resources that interest them. Choice is also given in group activities, such as deciding student roles in their presentation or selecting how they want to present their project. This helps with creativity and ultimately makes learning more fun for my students.

This has been one of the most empowering aspects of PYP learning and the Exhibition for me personally. Over the past few years, students in my class have been given more opportunities to express their ideas and opinions. For instance, in daily class meetings linked to positive discipline and during our class discussions, students are encouraged to share their thoughts on issues and topics. As a result of this I have seen a huge rise in respect for others in the classroom and generally more respect for differing perspectives. I have seen students in group projects more confidently contribute their viewpoints on how to approach a task or present their project, I have also witnessed students respecting their team mates perspectives. Adding student voice to the classroom and prioritising it, I have seen my students gain confidence and tolerance for others.