My students become increasingly engrossed in their research and creating for PYP Exhibition. Thus, my role has become almost exclusively facilitator, coach, and documentarian. This is ideal in a project based learning environment.
In the past two weeks, I’ve devoted particular attention to developing the rubrics for the Exhibition. We will be using four rubrics in total: The PYP Exhibition self assessment rubric, pictured below, for the entire project, and separate rubrics for the essay, speech, and arts components.
In the project rubric, the top three elements are assessed in separate rubrics. The scores are converted and added to this one. The bottom five elements are the the essential elements of the IB Primary Years Program. The purpose of the Exhibition is to demonstrate understanding and engagement with these. This rubric serves as a summative assessment of students’ PYP learning.
The qualitative criteria have been revised from my previous rubrics with terminology inspired by the Dreyfus model of skill acquisition. I’ve also included hybrid ‘one point’ elements which I believe will be particularly effective for self assessment. The students will assign themselves point values for some criteria along with their reflections and rationale.
These rubrics have been shared with students throughout the process of creating them and their input has been included. Since they are all in Google Docs, my feedback after they have been completed by each student will be in the form of comments added to their self assessments.
Global Issues Expo
Our school’s International Children’s Day celebration occurred in the third week of our project. On this day, each classroom creates a unique environment and visitors from our local community are invited to play games and participate in fun learning challenges.
I thought it would be an ideal opportunity for my students to focus on their global issues for Exhibition by creating a Global Issues Expo.
In fact, our expo looked like a typical PYP Exhibition. However, I want the students to have maximum agency in how they present their Exhibition, not necessarily as a collection of display boards about global issues. So our Global Issues Expo worked out perfectly.
Students created displays that were arrayed around the classroom. Each display included a survey question which could be answered by placing a sticker.
This Animal Abuse display asked if guests would prefer to purchase a pet at a store or adopt from a shelter.
This Mental Illness display asked the poignant question, ‘Do you know any person who has a mental illness?’ We were impressed by respondents’ honesty! About 40% answered ‘yes’.
This event has led to increased energy around the students’ global issues and started authentic research in the form of surveys. I have been encouraging them to create google forms to continue their surveys online, but haven’t yet seen a completed one.
We have also been recording reflection interviews. I knew it would be an effective formative assessment technique, but I had no idea it would be such a powerful way to help guide the students’ projects without intruding on their processes. It only takes a few minutes for each student to record their interview and then they can be instantly sorted into playlists.
At this point in the process, we have formally explored each element. The students have submitted their first drafts of essays and speeches and we have conferenced about them. Some have begun art projects. We have created global issues displays, conducted surveys, and conducted interviews about possible local community action.
Now that the stage is set, it’s time for the students to truly take control.