What is IB Exhibition?
In IB terms: The exhibition represents a unique and significant opportunity for students to exhibit the attributes of the IB learner profile developed throughout their engagement with the PYP. It also provides teachers with a powerful and authentic process for assessing student understanding.
In educator terms: Students in 4th grade engage in inquiry-based, collaborative, research project. Students identify, and offer solutions to real life issues or problems they discover through their research.
In kid terms: Students use their IB attributes, apply knowledge from previous years, and take action as a result of learning.
This Exhibition project is unique to International Baccalaureate schools, but could really be used for any student-centered research project. Here is the presentation I use with my class.
Going Digital with Exhibition:
Last year was my first year working with my students on Exhibition. We definitely winged some of it, but borrowed a lot from teachers who had done it before. I was happy with the research my students had done but knew I could improve.
(The students should be using the IB Inquiry Cycle during this project, as well as the IB attributes that they’ve learned about since Kindergarten. I reference both of these through the entire Exhibition process.)
I started with a pre-survey on Google Forms to see what they know and remember about our IB units. (Students in an IB school get six units each year, each with the same broad title/theme, although the content varies greatly). My class has only had five units this year, because Exhibition is the 6th.
The unit we are doing is called “How We Organize Ourselves” and is described as, “An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.” That’s a mouthful! We tend to focus on the first part to make it easier for 4th graders to understand (human-made systems and communities).
I created both a digital journal and a digital sources list for the students. These are shared on Google Classroom, so each student gets their own copy. Students are responsible for keeping up with their journal throughout this process. I usually ask our IB coordinator to come talk to the kids about Inquiry and to do a provocation at the beginning:
I created a Google Doc with the list of man-made systems to build on. I can’t wait to see the length of this list after a few more years of Exhibition.
Finally, I sent a “Seeking Mentors” flier and a Google Form to the parents of my class asking for volunteers. There is no way I can help all of my students with their research, community visit, and ideas for taking action. I depend on these mentors to help with answering questions and facilitating the visits. People in the community, as well as in the school building, have also been helpful mentors! Mentors who respond will receive this form about their responsibilities and later a checklist.
So far, we have only “tuned in” and done some “finding out.” I will write another post as we we move toward “sorting out” and “going further.” The inquiry cycle isn’t linear, and students should never be “done” with one of the stages, but it is helpful to keep track and follow a natural progression.