It’s like this: The Exhibition is not an exhibition,
although there is an exhibition at the end of The Exhibition; see, I’m talking
about The Exhibition, not an exhibition. Got it? Better let me start over…
Since early February my students have been engaged in a unit
of inquiry labeled with the unfortunate misnomer—The Exhibition. The reason
that name is misleading is because the unit is all about the inquiry, not the
presentation at the end. Yes, they will present to an audience what they have
learned in eight weeks of guided independent research, but the focus is not on
the twenty minutes on stage at the end; or at least it shouldn’t be.
All students at ISA are keenly aware that as a culminating
experience in the Primary Years Program (grades K-5), fifth graders “do” The
Exhibition. As soon as possible and repeatedly thereafter, the point is made
that the two-month sojourn is about structure, persistence, and discovery. It
is about maintaining focus, and yes, it is about learning. As soon as possible
and repeatedly, we downplay the last and least significant portion—the actual
exhibition. We do that for no better reason than the anxiety and excitement
generated by the actual presentations is palpable.
The kids in my teacher-manager groups selected and narrowed
broad topics such as animals, movie special effects, video games, movie
directing, and acting. Using a central idea (how we express creative thinking
impacts ourselves, others, and our future) as a guide, these broad topics were
refined and shaped into lines of inquiry. On their own, with the least amount
of intervention, but with as much assistance as necessary, my students have
researched their topics, interviewed professionals in that field, planned and
attended field trips, and generally been responsible for their learning.
When my time at ISA is over, I won’t soon forget The
Exhibition. It has been a wild ride.
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