Process vs Product
In a PYP school, the culmination of primary school learning is the exhibition unit, in which students carry out an extended, collaborative inquiry. The exhibition synthesizes the essential elements of the program: knowledge, trans-disciplinary skills, concepts, attitudes and action. It’s an opportunity to celebrate their learning and share it with the whole school community.
As leader of a PYP workshop on the exhibition recently, I wanted to ensure that participants thought deeply about the purpose of the exhibition, to support them in formulating their opinions and developing concrete plans for how it would look in their own schools.
Participants shared their what, how and why questions in groups and we set these aside to be addressed during the coming three days, including this one:
‘What should we avoid?’
Simon Sinek’s golden circle served as a trigger for initial thinking. It’s worth watching his TED talk, if you haven’t seen it, but the essence is that great leaders and organisations (teachers and schools!) start with ‘why’.
I shared my school’s journey: Our first PYP exhibition three years ago, focused on the ‘what’ (forms, sheets, protocols and guides to support us)… and we thought it was wonderful! Our most recent exhibition started from the ‘why’ and was all about the learning. The process became much more important than the product. The exhibition itself was an opportunity for students to really talk about their learning, with a choice of one means of presentation (a painting, a poster, a movie, an artifact…) replacing the mass of paper we used to have on display and discard the following day.
Keeping the ‘why‘ in mind throughout the workshop, the ‘what’ and the ‘how’ fell into place and the three days flew by. We explored possibilities, deepened understandings, aired concerns, shared experiences, discussed issues and made plans…
On the last day, I asked the participants to answer their own question-
What should we avoid?
- over complicating
- anything that isn’t purposeful
- teachers controlling the learning
- focusing on product and polish at the expense of learning
While it’s clear that the teachers will have to deal with the demands and expectations of their specific school contexts, I could see that my dual messages of ‘keep it simple‘ and ‘start from why‘ had been internalised.
Back at my own school, the Year 6 Learning Team Leader and I have prepared a proposal to move our own exhibition to the end of the school year as a trial. We would like to replace the traditional, contrived graduation ceremony with a celebration of authentic learning. Graduation would consist of a simple student-created opening ceremony, followed by the exhibition: our students presenting all that they have learned, displaying the attributes of the learner profile, demonstrating their skills and sharing their knowledge with pride.
Are the powers that be ready to shift the graduation focus away from product and polish?