3 Step Framework for Student Action

Preparing for the PYP Exhibition or other learning showcase? Consider using this framework, which strengthens students’ capacities to inquire, connect, and act meaningfully!

Here are three steps that supported my students' PYP Exhibition and many other service-based inquiries. The Hook, Line, and Sinker frame is used by marketers and was introduced to me when we used to take students to We Day years ago.

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​🪝 Hook – Introduce the issue with an emotional WHY. What personal or community connection makes this important?
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​🧵Line – Offer specific, feasible solutions. What can be done?

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​🎣 Sinker – End with a powerful call to action. What do you want your audience to do next?

Want a template for students to fill out? Click the button below to access an editable Google Doc. You'll be prompted to sign into Google and make your own copy.

Questioning to Foster Self-Direction

Are you supporting students in moving beyond compliance and into agency? We know that student agency is more than just completing tasks—it’s about fostering ownership, purpose, and self-direction in learning.
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I have been experimenting with layering relational and reflective questions in partnership with executive functioning tools such as The Ready → Do → Done strategy (shoutout to Sarah Ward! 👏).

Thinking frames, like the one below, not only support task completion but also build a sense of purpose. Holding intrinsic motivation is critical for inquiry, which can feel more open-ended and flowing.

I’m sharing some of the "think aloud" questions that have worked well for me and my students. I model my thinking in spoken words and visually with rough sketches on the board (think bubbles and stick figures- LOL).
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(Get Ready)​
✨ Before the task : Build purpose & curiosity
🔹 What do you think this task is helping me explore or understand?
🔹 Where have I done this kind of thinking or work before?
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(Get Doing)​
✨ During the task : Support process awareness
🔹 What’s helping me through this task? What’s not?
🔹 If I were to explain my thinking so far to a classmate, how would I do it?
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(Reflect on "Done")​
✨ After the task: Encourage reflection & goal setting
🔹 What, or who, helped you with your learning today?
🔹 How can you take what helped you today and try it somewhere new tomorrow?
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By embedding relational, reflective questioning into Ready → Do → Done, we scaffold student independence while deepening engagement and critical thinking—so students don’t just complete a task, but find (greater) purpose and meaning in their learning.
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​How do you support purpose-building in your classroom?

I'd love to hear your story ⬇️

Fostering Conceptual Thinking

Looking for ways to tune into your learners and uncover evidence of conceptual thinking in action? Try these 3 questions!

1) How do learners answer: How is (concept 1) related or connected to (concept 2)?

2) How are learners building on each others’ ideas? (E.g., what additional and diverse examples of the conceptual relationships can they point to?)

3) What verbs are learners using to make conceptual relationships?