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•The exhibition provides learners with opportunities to share and demonstrate all components of the PYP and an IB education. 

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•Designing environments, learning spaces and engagements to facilitate co-construction involves collaboration and the entire learning community.

AM break 9.45am -10:00

Session 2. 10.00am - 11:30

Lunch. 11.30am - 12:30

Session 3. 12:30pm - 2:00

PM break. 2:00pm - 2:15

Session 4. 2:15pm - 3:30

1) PYP: From principles into practice:The learner-Agency-Supporting learner agency and self-efficacy- Strategies to support agency (p. 3). 2)“TSM Supporting student agency”.

3) Our Tryst with learner agency.

In your table groups, discuss: How would any of the strategies relate to the exhibition? Consider the charts that reference students’ and teacher’s perspectives on agency.

Use the “I used to think… Now I think…” thinking routine to frame your discussion of these connections. Chosen scribe can post out groups thoughts below.

Be ready to present to the whole group what is important to know and understand about the elements when planning an Exhibition.

Please make a graphic organizer that reflects your understanding of the pages you read and what is policy (refer to Exhibition guidelines and other policy documents) in relation to the Exhibition After sharing out with the group, you can upload your work onto the padlet under the column, Student’s Learning Experience.
•Approaches to learning

•Conceptual understandings

•Assessment capable students

•Agency and action

Inquiry process

E   What EXCITES you about the exhibition?                        W   What do you find WORRISOME about the exhibition?

N   What else do you NEED TO KNOW about exhibition?          S   What is your current STANCE or opinion about exhibition? 

●In what ways am I inquiring into my own personal beliefs about conducting the exhibition, and can I see ways to modify my practices?

●How can I ensure the practices surrounding exhibition at my school are informing/or will inform the learner, learning and teaching, and the learning community?

E- Seeing every student's effort and learning come to fruition, bringing in the community to take part in the learning

W- Designing the process effectively so that it's not chaotic or added pressure on students and teachers

S-Potential to be a great culmination of student learning over time

E - Excited to do it again! Giving students agency over their learning. The open-ended nature is refreshing and challenging for them!

W - Timing. New group of students and unknown of dynamics when trying to form groups early in the year.

S - I think exhibition, though daunting and difficult, was a pivotal part of our year and adds an exciting element to the 5th grade year!

E-Agency, mentorship, autonomy,

W- Time management, outside factors at the end of the year

S- Positive if we can execute it in the right manner for student success.

•What messages do you receive when you view these videos?

•How might you use these to inspire your students to take action beyond raising funds?

•What stood out to you?

•What made the co-created list of success criteria helpful (or not) to you?

•Was there anything you’d add or remove from the list due to your school context?

Funds: Jump Rope for Heart

Action: Green Team, School Wide Morning Meeting, Little Free Library, reading buddies, bucket fillers, morning announcement, garden crew, ambassadors, culture chronicles, and library helpers.

Change: What changes can be made to create more sustainability?

Responsibility: How can our choices and actions impact our environment?

Connection: Where do we see systems and people work together to improve sustainability?

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•Now I know…                        

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•Now I understand…             

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•Now I am able to…              

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•Now I feel…                         

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•Now I am going to…

-A Global Goal that you are interested in. Display it on the poster

-What action should you take?

-How to do the action you suggest?

-One fact about the impact of the action you suggest.

-Save and upload to the padlet  and be ready to share out!

Now I understand how to effectively create lines of inquiry and central ideas.

Now I am able to utilize what I have learned across all grade levels.

Now I feel good about how to start the Exhibition process

Now I am going to create a plan on how to do the Exhibition

Now I understand ways to have students generate lines of inquiry.

Now I am able to better communicate the WHY of IB and exhibition to my school community and students.

Now I feel ready to meet with my team to plan for IB this year!

Now I am going to feel more prepared when planning for exhibition!!

Now I understand...how to guide students and teachers to write lines of inquiry.

Now I am able to...better plan for this school year.

Now I feel...more confident about our upcoming exhibition.

Now I am going to...make a plan for implementing these new ideas with all grade levels.

Now I understand the transdisciplinary themes better.

Now I am able to identify some global issues for exhibition.

Now I feel excited about the potential ahead of us.

Now I am going to work with my teachers to build an awesome IB program!

Now I understand how to help guide students to write central ideas.

Now I am able to break apart the transdisciplinary themes for better understanding.

Now I feel more confident in my understanding and expectations surrounding exhibitions.

Now I am going to use the root cause tree in my lessons!

Now I know more about exhibition and what is needed.

Now I understand that it is best to teach through concepts.

Now I am able to understand the process of exhibition better.

Now I feel more prepared in comparison to how I felt prior to the workshop.

Now I am going to be a better support for the teachers in my school.

Using backward design, create:

•1 short term goal that you will implement immediately

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•2 long term goals that you would like to establish for the rest of the school year.

•Refer to the graphic below and consider each of the areas noted in the external ring of the diagram. 

•Use your own school context and work through each area as you document examples/evidence of this area being in existence OR questions you have OR ideas that may be an opportunity for development. 

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

•Working in a group (school-based or mixed) discuss how/if students at your school are involved in the co-construction of learning spaces. 

-Mentor handbook and/or journal component

-Timeline

Classrooms each have tables, carpets, couches and collaborative spaces for students to use.

Outdoor classroom/courtyard space

Students are offered choice of where they meet with groups and given agency in the process of ownership of spaces in the building

Wish for:

- as always, more flexible seating options are welcome around the building for students to use.