2.       Post your introduction in the coffee corner and respond to at least two other participants. You may also post your intro here. Please let us know the name you prefer to be called, your role at the school and a strength you possess as a learner.

3.       Review the reflective threads and the success criteria listed on the document in the online portal.

4.     Reflect on the success criteria for the workshop (see document) and select two success criteria to focus on for the workshop. Record these in a learning journal (paper or digital) and reflect on why you have chosen them. You do not need to turn this in. The reflection journal is for you to record your goals and personal learning throughout the workshop.

2.       Read over each section in the principles into practice. The reading resources needed for this learning engagement can be found in the Resource section-Online Assignment Resources and are attached to this assignment below.

3.     Share your own explanation of how these three elements are essential for students to understand in order to have a successful exhibition.  Create a visual/graphic organizer, either on paper or digitally (suggest using padlet, coggle, mindmeister, Google, etc.).

4.     You might consider including both text and images.

To submit your visual/graphic organizer, plese follow the steps below. 

Alternately, you may take a picture of your visual and add it to this padlet. 

●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 the learner, learning and teaching, and the learning community?

●I can provide and maintain an environment within which students feel safe (physically, culturally, socially, emotionally) to be responsible for their own learning.

●I can support students to initiate and engage in their own inquiries.

●I can promote student reflection and action in response to their learning.

●I can provide opportunities for students to make connections and transfer learning to new contexts and across subjects.

   I can support student innovation and creativity through a process of inquiry-action-reflection

·       I can provide opportunities for students to make connections and transfer learning to new contexts and across subjects

·       I can establish, engage and maintain collaborative relationships that support the wellbeing of the learning community.

Wish- How are we going to structure exhibition next year? What supports can we request? What will our schedule look like? Timing? How do other schools manage exhibition in and our of their POI?

Assessment: Assessment connects to exhibition as it is a process that is ongoing and will help students to receive feedback throughout their experience. Having learning goals and success criteria for exhibition will help students to successfully complete their exhibition.

Learner Profiles: The learner profiles are introduced to students very early on in their school years. When students understand these profiles and can appropriately use the learner profile language they will be supported in taking action for a positive change. This directly connects to the exhibition as students are required to make an action.

•You are on an elevator, and someone asks you about exhibition. What would you tell them about exhibition? Your speech should be about 1 minute long. 

•Use the Compass Points reflection to think about using this template, your template, or a different template. 

•What Worries you about using this planner?

•What Excites you about the planner?

•What Needs would you have around using a planner with students?

•What Suggestions for improvements or what stance do you have about using this planner vs your planner for exhibition?