Interviewer : lead the interview by asking questions in the the prompt  without bias or assumption. 

Recorder :  write down everything that is being said

Interviewee: answer the questions as transparently and honestly as possible with as much detail and depth as possible.

• Students as designers of goals with self-monitoring

• students create the success criteria

• grow assessment capable learners

• co-creating central ideas

  
  

Add your thoughts in the

Connect the central idea with a potential form of student action and write the action on the sticky note.

Discuss your ideas with your group.

What do you notice?

• Pick two to three areas  

you would like to focus on at your school. 

• What concrete things can you do to move towards the right-hand column in those areas? 

• Make a list of ideas that you can share back at your school or add to your eportfolio

Watch the videos and Complete the downloadable activities for your context.

 Create
Create a list of relevant resources in your local community and school context (both in and out of school) that could

generate exhibition issues and opportunities for students.

Record what you find.

1. Explore the ten different examples for hexagonal thinking related to the exhibition feature. You will see one hexagonal thinking page for each of these areas

2. What were the different perspectives offered in the hexagonal activity?

3.How many ways were there to connect the different aspects of a particular exhibition feature? Is this an opportunity or a challenge for

schools?

4. Pick one new idea that you want to take back to share at your school.

• Do these people have a role in supporting the exhibition?

• Create a list of the people who come to mind: you can list names or roles/titles.

• In a group share out your list. Compare with others in the group and add to your list if you come across new ideas that are relevant to your context.

• If time allows discuss within your group whether the people on your list would consider themselves relevant to the exhibition – why orwhy not?

1. What meaning does the quote have for you?

2. Consider how the idea of student agency as discussed in this quote connects to the elements of the graphic organiser. What are your thoughts on how authentic student agency impacts the various areas in the graphic?

   
   

• You can highlight certain elements that you feel are particularly relevant or important in your context and explain why. Use images and text to convey your understandin

Create a copy of the Q&A for your personal use and contextualize it for your school. 

Consider this your Q&A document about student agency in relation to the exhibition. 

You may want to add this document to your eportfolio.

Create a video of your team sharing the information. Be creative 

Upload it to the padlet or

Record from padlet

Create a video of your team sharing the information. Be creative 

Upload it to the padlet or Record from padlet

• How are we, in our unique school’s context, currently supporting learner agency throughout the learning and teaching process? How are we helping to create and support the culture and environment to do so?

• Where throughout the exhibition planning process can individual learner and collective agency be supported in our context?

• What connections can be made between agentic learners and the development of the approaches to learning skills?

• What skills does an assessment capable learner need to develop in our context? What barriers do we and our learners experience in developing these assessment capabilities?

• How could the four assessment dimensions (monitoring, documenting, measuring and reporting) be used to develop assessment capabilities to further support agentic learning culminating in the exhibition? 

6th grade

Dolores Huerta International Academy, Fontana

California

ALBA School

Milwaukee

ALBA School

Milwaukee, WI

Check if your list includes resources that point to both issues and opportunities for students to consider. 

Add ideas on how you can use this resource list to inspire teachers and students back at your school to consider both issues and opportunities.

Make a copy for your personal use

• What do you see in this learning environment?

• How do you think this environment support learning?

• What does it make you wonder about an optimal environment for all learning, including the exhibition?

  1.Document examples/evidence of this

areas

  2. Ideas that may be an opportunity for

development. 

Highlight a priority area to share back at your school regarding areas that could be further enhanced to support development of learning spaces for students during exhibition. 

What do you see evidenced in the student reflections? What are the different ways in which students have reflected?

Akron Public Schools, Akron, Ohio

cshaver@apslearns.org

Prince William County, VA

mccurdae@pwcs.edu