Student Driven Inquiry – Process vs Product

Last month in the Primary School we found ourselves in the midst of the Year 6 Exhibition; which is essentially a student driven, inquiry-based research project that extends over a period of approximately 12 weeks. It overwhelms both students and teachers and engulfs us all in questions, that create yet more questions, challenges and of course there is always a little bit of drama! This is student driven inquiry at its best and it injects a wide range of emotions into learning. For me personally, it is when I can see learning brought to life, largely because of the relationships and connections that are formed during this demanding process.

It is the process that I want to emphasise here. So much of learning (at any age) is about the final product and the learner is so focused on the end result throughout the journey to get there that the learning along the way can get undervalued. What I love about the Exhibition and how it has evolved at our school is the focus upon the process, it is the means through which the learning takes place.

Depending upon who you speak to on any one day during the yearly ISM Exhibition journey towards our final Exhibition ‘product’, you might hear exclamations of joy, despair, satisfaction or even frustration. This is even more prevalent when groups meet for their weekly ‘planning time’ with their mentors. The Mentors have a unique and central role in encouraging, questioning and guiding their particular group to be successful and help students stay on track during the inquiry process.
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For a glimpse into some of the process and understand the final ‘product’ have a look at our student blogs. Each group kept a regular journal during the Exhibition process and at the end of the inquiry they uploaded their learning to share with everyone.
Enjoy learning about The Mediterranean with Year 6!
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2 responses to “Student Driven Inquiry – Process vs Product”

  1. […] it and are able to choose between the various pieces of work. For example, by clicking on ‘Exhibition‘ in the example above you would arrive at the following […]


  2. […] School of Monaco, has long been an advocate of similar practice and indeed, developed the ISM Exhibition around this concept. Upon starting at King’s in September, I introduced a new ICT curriculum […]


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