Middle Years Program PERSONALPROJECT · Plan presentation/revise Report Rough Draft February 2020,...
Transcript of Middle Years Program PERSONALPROJECT · Plan presentation/revise Report Rough Draft February 2020,...
Middle Years Program
THEPERSONALPROJECT
STUDENT GUIDE
2019 – 2020
Contents: Timelines and Deadlines 3
Process Journal 4
Supervisor 4
Stages of the Personal Project
ONE: Choosing your topic and Global Contexts
TWO: Research
THREE: Action
FOUR: Report
5-9
5
8
8
8-9
Report Writing: Getting Started 10-18
ATL skills 19-21
Service and Action: Learning Outcomes
Academic Honesty/Supervisor Slip
22-23
24-25
Timeline & Deadlines
ACTIVITY Date
Personal Project Launch 13 March 2019
Supervisor Chosen – Supervisors MUST Consent 1 May 2019
Project Choice due 15 May 2019
Goal Statement/Global Context due August 31st, 2018
Research, Investigating, Taking Action (June-December 2019)
Begin Report Outline December, 2019
Report Outline due to Supervisors 10 December 2019
Begin report rough draft January, 2020
Report Rough Draft due to Supervisors 24 January 2020
Plan presentation/revise Report Rough Draft February 2020, TBD
PP Dress Rehearsal for Auditorium presentations
ONLY (3-4:00pm)
February 2020, TBD
*PP Exhibition Day (during school day ONLY,
8am-12pm) 12 February 2020
*Final Reports due 28 February 2020
Supervisors grade report with feedback March 2020, TBD
*Service and Action Reflection due 31 March 2020
MYP Celebration Ceremony & IB Pinning April 2020, TBD
* In order to receive the Personal Project Completion mark on your transcript,
you must:
1) Participate in the Personal Project Exhibition
2) Compose a report of your process (written OR audio/video recording)
3) Reflect on Service and Action
Process Journal THIS IS THE MOST IMPORTANT PART! The Process Journal is the record of
the Personal Project. Keep track of everything you do with your project.
Keeping a log of everything will help you with the reporting process at the
end, and you will include up to 10 extracts/samples to include in the
appendix of your Report.
You may use any format you want for the process journal (electronic forms
like Google Docs or Word, audio/video recordings, pictures, hardcopy
journal, etc.). Make entries often, and take pictures along the way.
Ideas of what to record:
Pictures
Research notes (sources, info from sources, thoughts on info)
Working Bibliography (websites, interviews, books, videos)
Planning (timelines, sketches, materials needed, task lists, etc.)
Skills (what you’re learning along the way—See “ATL skills” section
of this packet)
Reflections and responses (thoughts on the project, inspirations,
questions, discussions with supervisor, what you want to change,
etc.)
Anything else relevant to your project
Supervisor You will choose a Rampart Staff Member to support you through the
project. Your supervisor doesn’t need to be an expert in your topic; s/he
will help you problem-solve, create tasks and timelines, encourage you to
keep going, and grade/give feedback on your report. It is your
responsibility to schedule meetings with him/her. You should meet
with your supervisor once a month (minimum) during the school year to
discuss your progress.
STAGES of the Personal Project Stage ONE: Choosing your topic area and outlining your project In your process journal, brainstorm your ideas.
Write/draw/speak all my ideas in my process journal ID and refine main idea and present to supervisor for approval Clearly state goal/s in my process journal Write about inspiration/motivation for choosing project Decide what form completed project will take (what it will look like when finished) Decide and write specifications/criteria to assess the quality of product Choose and justify Global Context Write 1-2 inquiry questions that will help with research Create timeline with realistic deadlines
Global Contexts
Choose one Global Context to frame your project—this should determine how you shape your project (the what, the how, and the why).
1. IDENTITIES AND RELATIONSHIP
Focus
Description
Example Personal Project connection
Questions
Who am I? The exploration of:
Who are we? Personal Identity Beliefs, values, and ethics
Health Physical, mental, social, and spiritual
Relationships Family, friends, communities, and cultures
Shared Humanity Explorations in what it means to be
human
Two sides of social networking; an awareness campaign about digital citizenship and cyber bullying
How online identities impact offline relationships; a research essay
Keeping culinary traditions; a video series following family recipes with historical relevance
The effect of mass media on teenage identity; a short film
2. ORIENTATION IN TIME AND SPACE
Focus
Description
Example Personal Project connection
Questions
What is the The exploration of: The Euclidean space perspective of the
meaning of universe; a 3D model
‘where’ and personal histories
‘when’? Explorers in search of a new world;
turning points in humankind immigration over the ages through visual
Why are time texts
and location discoveries, explorations, and
significant? migrations of humankind The Mayflower and the dream of religious
interconnectedness of individuals
freedom; a local history
Charting a family history through archives and
and civilizations (personal, local,
and global perspectives) a representational statue
3. PERSONAL AND CULTURAL EXPRESSION
Focus
Description
Example Personal Project connection
Questions
What is the The ways in which we: Video games as a form of cultural
nature and expression; a short film using five video
purpose of discover and express ideas, feelings, games that shows how they are an
creative nature, culture, beliefs and values expression of our culture
expression?
reflect on, extend, and enjoy our The art of Manga in Japanese culture; a
creativity Japanese anime and a survey of the
express our appreciation of the
understanding of my peers
Culture and self-expression through dance
aesthetic
at the local community arts center; a
performance
4. SCIENTIFIC AND TECHNICAL INNOVATION
Focus
Description
Example Personal Project
Questions connection
How do we The exploration of:
understand the
world in which the natural world and the laws by which it
we live? is governed
How can we the interaction between people and the make things natural world
better?
the impact of scientific and technological
advances on communities and
environments
the impact of environments on human activity
how humans adapt environments to their needs
Nano fibres build stronger bikes; a prototype bike with nano fibres
What’s the matter with the anti-matter?; an informational seminar
Why are genetics and genomics important to my health?: a media presentation
Can stem cells replace organ transplants?; an investigative report
5. GLOBALIZATION AND SUSTAINABILITY
Focus Question
Description
Example Personal Project
connection
How is The exploration of: The struggle for water in developing
everything countries; an awareness campaign
connected? the interconnectedness of human-made
systems and communities The impact of the financial crises of
Europe and the European Economic
the relationship between local and global Community on the United States; a
processes visual presentation
how local experiences facilitate global Education as the tool to change the decisions future of Peru; a workshop for adults
the opportunities and tensions provided by The role of developing countries in world-interconnectedness protecting the tropical rain forest; a
the impact of decision-making on
collection of slides
humankind and the environment
6. FAIRNESS AND DEVELOPMENT
Focus Question
Description
Example Personal Project connection
What are the The exploration of: Supporting fair trade: Cocoa trade in
consequences Ghana; an awareness campaign for our
of our common rights and responsibilities school restaurant/cafeteria to promote fair humanity? trade
the relationship between communities
Open-market economies and their role in
sharing finite resources with other fair trade; a talk for students
people and with other living things
Exploring the intersections of race and
access to equal opportunities inequality; a radio broadcast
peace and conflict resolution Asylum seekers and their right to live like us; a painting
Stage TWO: Research - collecting information, looking at examples, and experimenting
Below are some questions to consider while researching. Be sure to discuss your research and findings with your supervisor.
Where to find information (as many sources as possible)? What product/outcome might be useful to others? What and how do I need to organize my project? Are there any experiments or trials I need to conduct? Are there any experts on my topic I can interview? How will I record and organize my information? Is my research helping me answer my inquiry questions?
Stage THREE: Action – plan and execute your project
Below are some questions to consider while putting your project together. Meet with your supervisor to discuss your plans and problem-solve issues.
What do I need to complete my project? How much time do I need to complete my project? How am I using my research to focus my project? Am I achieving the goal I set at the beginning? How could I modify my planning/research to reach my goal? What is stopping me from achieving my goal? Am I satisfied with my work?
Stage FOUR: Report your process
You have four choices in how you report your project:
You may also choose to combine formats for a multimedia report as follows:
Note on alternative Final Report formats
The report, however creatively developed and presented, does not replace the
product/outcome of the personal project. If the product/outcome of a personal
project is in written form, such as an essay or novel, this is considered as distinct from
the project report.
An oral report can take many different forms such as podcast, interview and radio
broadcast. Oral reports must be recorded for assessment purposes and for submission to
the IB for further assessment. You may use notes, cue cards and visual support aids for
an oral presentation.
A visual report is usually a short film where you address the key moments of your
personal project, informed by the entries in the process journal. The short film must be
structured in a manner that demonstrates your achievements in the development of the
Personal Project. Planning and time allocation for the filming process and subsequent
editing should be taken into account from the outset.
An electronic report can take many different forms such as a website, a blog, a Prezi,
PowerPoint, or other slide show presentation. You must ensure that an electronic report
meets the assessment criteria and effectively demonstrates your engagement with the
Personal Project.
Report writing
Personal Project Report Writing: Getting Started
Report Format You need to ensure all of these sections are included in your report:
‣Title Page
Photography in the park.
‣Table of Contents
You need to record the page number for where each section starts in your report. Eg:
Table of Contents
Page
Investigating 3
Planning 4
Taking Action 8
Refection 11
Bibliography 12
Appendices 13
Your must include:
•Title of your Project •Student Name •Supervisor •School name
•Length (word count)
*We suggest you include a
photograph from your project.
By: Student name
Supervisor: xx
Rampart High School
Word Count:
IMPORTANT:
When writing your report,
ALWAYS write the PAST TENSE
‣Title Page
‣Table of Contents
‣Investigating
‣Planning
‣Taking Action
‣Refection
‣Bibliography
‣Appendices
Body o
f th
e r
eport
Report writing
Personal Project Report Writing: Getting Started
Report Format You need to ensure all of these sections are included in your report:
‣Investigating (Criteria A)
0 1 - 2 3 - 4 5 - 6 7 - 8
The student is The student is The student is The student is
able to: able to: able to: able to: state a goal and outline a basic deÞne a clear deÞne a clear context for the and appropriate and challenging and highly project, based goal and context goal and context challenging on personal for the project, for the project, goal and context interests, but this based on based on for the project, may be limited personal personal based on in depth or interests interests personal
accessibility interests identify prior identify basic identify prior identify prior learning and prior learning learning and learning and subject-speciÞc and subject- subject-speciÞc subject-speciÞc knowledge, but speciÞc knowledge knowledge that this may be knowledge generally is consistently limited in relevant to relevant to the highly relevant occurrence or some areas of project to the project
relevance the project
demonstrate demonstrate demonstrate demonstrate limited research adequate substantial excellent
skills research skills research skills research skills.
What to write:
❏ State your goal. ❏ Explain why you chose this goal. You must refer
to your personal interest. ❏ Explain why you considered the goal to be highly
challenging. Think about the learning and
challenge. ❏ State your Global Context (GC) ❏ Whilst completing your project, what did you focus on
a as result of your GC?
❏ Identify (state briefly) highly relevant prior
knowledge (subject specific) and/or learning
❏ Use a the sub-heading “Research”
For each area of research write the following:
❏ State the area of research ❏ Explain what you learnt, citing and
evaluating multiple sources. ❏ Explain how you have applied your new
learning to your project.
.
Sample research paragraphs to review Welding was a key component of my project and so researching the different methods of welding was vital to ensure I selected the right one for my project. Ben Juniper is a well known Perth based artist who specialises in
welding. He is highly experienced and successful, so I listened with care to the advice he gave me about welding. Ben suggested I use the MIG welding process as he thought it was best suited to my skill level and desired outcome for my project. He also recommended I use an iron rod because it adds material to the weld and creates a stronger joint (Ben Juniper, November 27, 2011, informal communication).
I followed up this advice by looking at several websites demonstrating MIG welding techniques and providing instruction for beginners. The most useful site was Go Welding. It contained a lot of detailed information that reinforced what Ben Juniper had told me about MIG welding. The site also linked to Australian TAFE courses, which indicated this was a credible and useful site I could trust. Go Welding stated that “MIG welding was cheap and fast and required low levels of skill to complete” (Go Welding, 2013). My research gave me conÞdence with my choice to pursue MIG welding as my welding process because it was best suited to my novice skill level. It also allowed me to produce a higher quality sculpture at a lower cost.
Body of the report
‣Title Page
‣Table of Contents
‣Investigating
‣Planning
‣Taking Action
‣Refection
‣Bibliography
‣Appendices
IMPORTANT: When writing your report,
ALWAYS write the PAST TENSE
Personal Project Report Writing
Report writing
Report Format You need to ensure all of these sections are included in your report:
‣Planning (Criteria B)
0 1 - 2 3 - 4 5 - 6 7 - 8
The student is The student is The student is The student is
able to: able to: able to: able to:
develop develop develop develop
limited criteria adequate substantial rigorous
for the criteria for the and criteria for the
product/ product/ appropriate product/
outcome outcome criteria for the outcome
product/
outcome
present a present an present a present a
limited or adequate plan substantial detailed and
partial plan and record of plan and accurate plan
and record of the record of the and record of
the development development the
development process of the process of the development process of the project project process of the
project
project
demonstrate demonstrate demonstrate demonstrate
limited self- adequate self- substantial excellent self-
management management self- management
skills. skills. management skills.
skills.
What to write:
Use the sub-heading “Criteria”
❏ State your Criteria.
For each Criterion:
❏ Explain why it is important to the evaluation of the quality and outcome of your project.
❏ Outline how you will be testing or evaluating the criterion e.g. checklist, expert opinion/evaluation, survey, etc
Use the sub-heading “Action Plan and Self
Management skills”
❏ Describe what you did from start to finish (the entire process) NOTE: Ensure your full action plan is in your
Process Journal for your supervisor to refer to.
Self-management skills - across the course of
your project explain how:
❏ you organised your time and tasks effectively
❏ you persevered and maintained your motivation
❏ you used the skill of reflection to make decisions and keep your project progressing
‣Title Page
‣Table of Contents
‣Investigating
‣Planning
‣Taking Action
‣Refection
‣Bibliography
‣Appendices
IMPORTANT:
When writing your report,
ALWAYS write the PAST TENSE
Personal Project Report Writing
Report writing
Report Format
You need to ensure all of these sections are included in your report:
‣Taking Action (Criteria C)
0 1 - 2 3 - 4 5 - 6 7 - 8
The student is able The student is able The student is able The student is able
to: to: to: to:
create a create a basic create a create an
limited product/ substantial excellent
product/ outcome in product/ product/
goal, global context an d goal, global goal, global
outcome in response to the outcome in outcome in
response to the goal, global response to the response to the
context and criteria context and context and
criteria criteria criteria
demonstrate demonstrate demonstrate demonstrate
limited thinking adequate substantial excellent
skills. thinking skills. thinking skills. thinking skills.
demonstrate demonstrate demonstrate demonstrate
limited adequate substantial excellent
communication communication communication communication
and social skills and social skills and social skills and social
skills.
What to write:
❏ Give reasons or evidence as to how your project’s
product/outcome, is an excellent representation of
your: ‣ Goal ‣ Global Context ‣ Criteria
❏ Using explanations and evidence/examples
demonstrate how you have used thinking skills
throughout your project.
❏ Using explanations and evidence/examples
demonstrate how you have used excellent
communication throughout your project.
❏ Using explanations and evidence/examples
demonstrate how you have used social/
collaboration skills throughout your project.
Please turn over for examples of thinking, collaboration
and communication skills.
BodyType ofto theenterreporttext
IMPORTANT:
When writing your report,
ALWAYS write the PAST TENSE
‣Title Page
‣Table of Contents
‣Investigating
‣Planning
‣Taking Action
‣Refection
‣Bibliography
‣Appendices
Personal Project Report Writing
Report writing
Report Format You need to ensure all of these sections are included in your report:
‣Thinking Skills
Thinking skills are the mental
processes we use to make sense of
information before us, to generate
new ideas, to draw conclusions,
evaluate and analyse information
and situations, etc.
Below are some examples of
thinking skill situations you may
have encountered whilst completing
your project.
Gathering and organizing relevant
information to develop an argument
or point of view.
Critically evaluate sources of
information
Interpreting data
Drawing conclusions
Revising our understanding based on
new information and evidence we
have found
Considering ideas from other
perspectives
Finding solutions to problems
Identifying obstacles and challenges
Using brainstorming and visual
diagrams to come up with new ideas
Considering multiple alternatives
or solutions
Using our existing knowledge to
generate new ideas, products
or processes
Creating original works and ideas or
using existing works and ideas in
new ways
‣Collaboration Skills
Collaboration skills are focusing
on how you work with other
people to complete your project.
Think about the people you worked
with to complete your project, e.g. mentor, shop assistants, professionals, educators etc.
Reflect on how you interacted with them, considering the skills below.
Managing and resolving
conflict
Making fair and equitable
decisions
Listening actively to other
peoples’ perspectives and ideas
Negotiating effectively
Giving and receiving
meaningful feedback
Working effectively with
others
These are examples of each
skill that you may consider
writing about in your report.
You DO NOT write about them
all. Only the ones applicable to
you and your project.
‣Communication Skills Communication is the sharing of thoughts, messages, or information, through speech, visuals, signals, writing, or behavior.
Below are some examples of communication skill situations you may have encountered
whilst completing your project.
Speak to others effectively
Effectively communicate
your needs or argument
Using different forms of
communication e.g. email, phone, interview, etc
Read a variety of sources for
information
Make inferences and draw
conclusions
Take effective notes
Organize information
logically
BodyType ofto theenterreporttext
‣Title Page
‣Table of Contents
‣Investigating
‣Planning
‣Taking Action
‣Refection
‣Bibliography
‣Appendices
IMPORTANT: When writing your report,
ALWAYS write the PAST TENSE
Personal Project Report Writing
Report writing
Report Format
You need to ensure all of these sections are included in your report:
‣Project 1 ❏ Give reasons or evidence as to how your project’s product/outcome, is an excellent
representation of your:
‣ Goal ‣ Global Context ‣ Criteria
Product: Metal Gate Evidence
Goal To learn how to • Structure is 100% metal
weld, to create a • The design elements
metal sculpture are Sheep, trees and
that reflects life hills/paddocks
on my station.
Global Personal & • The scrap metal was
Context Cultural not conventional and
Expression with a required creativity to
focus on: manipulate them to
Extending, meet my design.
reflecting on and • Had fun playing with
enjoying my ideas and exploring
creativity. design and learning I
could be creative.
• I had a plan but as the
construction process
developed I had to be
creative and adaptable
to overcome issues.
Criteria •Use recycled • All materials found on
materials. the farm, nothing new
•Represent my •
bought.
station. features represent the
•Be 1.2m by 2m •
farm ie sheep, trees etc
•Withstand the Gate is 1.2x2m
environmental • materials have been
elements. outside for years and
can therefore withstand
the environment.
‣Project 2 ❏ Give reasons or evidence as to how your project’s product/outcome, is an excellent
representation of your:
‣ Goal ‣ Global Context ‣ Criteria
Product: Scrapbook Evidence
Goal To create a • Finished product is a 50
scrapbook that •
page book
tell the story of Includes photos,
my families transcripts and copies
migration from of documents detailing
England to the story of my families
Australia. migration
Global Context Orientation in • This book is a personal
space and time •
dedication to my family.
with a focus on: Details oral histories
Personal histories and stories handed
down through the
generations.
Criteria •Detail the family • Scrapbook is a
migration from chronological sequence
1850 to present of events and stories
day. dating back to 1850 that
•Inform the reader informs the reader how I
of my families came to live in Perth,
personal Australia today.
migration story. • Is a colourful and
•Be aesthetically information packed with
pleasing to the various documents and
reader. narratives.
BodyType ofto theenterreporttext
‣Title Page
‣Table of Contents
‣Investigating
‣Planning
‣Taking Action
‣Refection
‣Bibliography
‣Appendices
IMPORTANT:
When writing your report,
ALWAYS write the PAST TENSE
Personal Project Report Writing
Report writing
Report Format
You need to ensure all of these sections are included in your report:
‣Reflecting (Criteria D)
0 1 - 2 3 - 4 5 - 6 7 - 8
The student is The student is The student is The student is
able to: able to: able to: able to:
present a present a present a present an
limited basic substantial excellent
evaluation of evaluation of evaluation of evaluation of
the quality of the quality of the quality of the quality of
the product/ the product/ the product/ the product/
criteri a criteri a criteri a criteri a
outcome outcome outcome outcome
against her against her against her against her
present present present present
limited adequate substantial excellent
reflection on reflection on reflection on reflection on
how how how how
completing the completing the completing the completing the
project has project has project has project has
extended her extended her extended her extended her
knowledge knowledge knowledge knowledge
and and and and
understanding understanding understanding understanding
of the topic of the topic of the topic of the topic
and the global and the global and the global and the global
context context context context
present present present present
limited adequate substantial excellent
reflection on reflection on reflection on reflection on
her her her her
development development development development
as an IB as an IB as an IB as an IB
learner learner learner learner
through the through the through the through the
project. project. project. project.
What to write:
❏ Evaluate your Þnished project against each of
your criteria.
HINT: Be sure to mention the extent to which you
achieved or didn’t achieve each of the criteria. See
the example over page.
❏ Reflect on your key learnings about your project
area?
❏ Reflect on your key learnings about your global
context.
HINT: See over page for a tool that may assist
you.
Make sure you give examples from your project
❏ Reflect on your development as an IB
Learner
HINT: You need to refer to the IB Learner profile
to answer this. Make sure you give examples
from your project
BodyType ofto theenterreporttext
‣Title Page
‣Table of Contents
‣Investigating
‣Planning
‣Taking Action
‣Refection
‣Bibliography
‣Appendices
IMPORTANT:
When writing your report,
ALWAYS write the PAST TENSE
Report writing
Personal Project Report Writing Reflecting (Criteria D)
0
1 - 2 3 - 4 5 - 6 7 - 8 The student is able to: The student is able to: The student is able to: The student is able to:
present a limited evaluation of the quality present a basic evaluation of the quality of present a substantial evaluation of the present an excellent evaluation of the of the product/outcome against her criteria the product/outcome against her criteria quality of the product/outcome against her quality of the product/outcome against her
criteria criteria
present limited reflection on how completing the present adequate reflection on how completing present substantial reflection on how completing present excellent reflection on how completing project has extended her knowledge and the project has extended her knowledge and the project has extended her knowledge and the project has extended her knowledge and
understanding of the topic and the global context understanding of the topic and the global context understanding of the topic and the global context understanding of the topic and the global context present limited reflection on her development as present adequate reflection on her development present substantial reflection on her development present excellent reflection on her development an IB learner through the project. as an IB learner through the project. as an IB learner through the project. as an IB learner through the project.
‣WRITING SAMPLE: Evaluating the Quality of your Product
My goal was to create either a vegetarian or vegan
cookbook that provided educational information and
easy to create recipes suitable for all ages. I was
really pleased with my end result as not only have I
created a keep sake for myself, but I have also
produced a quality book that has promoted the
lifestyle of healthy vegetarian cooking.
To evaluate the success of my book I assessed it
against my design specifications. I was able to easily
assess many of the specifications, as they were
simple yes/no checklist responses, however two of
my specifications, required further evidence to be
gathered.
The simplest specification was that my finished book
had to be a hard covered with gloss pages. This was
achieved and I was really pleased with the quality of
the book. The images and text looked really
professional on the gloss pages and I think the hard
cover option, whilst more expensive to produce, was
a good idea to add strength to make the cookbook
last longer.
The book needed to have a minimum of 15 recipes
and have an accompanying colour image of each
recipe. This was easily achieved as I ended up with
18 recipes. As I cooked and trialled my recipes and I
took digital images of the plated, finished products.
These specifications were equally important in the
creation of my cook book as I needed the recipes to
be diverse to attract and interest a wide variety of
people and show them that vegetarian food can be
tasty and is not just a case of eating more vegetables.
My 18 recipes ranged from sweet healthy treats to
savoury hearty, winter casseroles that I believe
would satisfy the most meat loving person. I wanted to spend no more than $20 per book to
produce them and this was not easy to achieve. If I
had changed to a soft spiral bound book, I would
easily have come in under budget, but I wanted the
book to be hard covered with gloss pages, which
meant that the cost was higher. There are many
companies who produce books for the authors and
publishers, however creating hard cover books is not
cheap. To cut the cost down these companies want
you to order large quantities, which meant I would
have had to outlay over a thousand dollars and would
have ended up with more than fifty books. Therefore
I compromised on the costing of my books, but not
the quality. My final book cost $25 each, a 25%
increase on my specified criteria. The last two criterion I was using to judge the
success of my book, were harder to evaluate as I
needed to get people to read my book and take a
quick quiz to assess if it was educating people on
vegetarian/vegan diets. I also had to ensure the
readability of the book was suitable for people aged
ten and above. To assess the readability of the book I asked a
teacher at PLC who specialises in literacy, to assess
it. She ran the book through a well known piece of
software called Read-able that is well used by
educators to give a piece of text a readability age.
According to Read-able, my book would be
understood by children aged nine to eleven. Hence I
successfully achieved this specification. Lastly I asked twenty people aged ten to forty to read
my book and answer a series of questions aimed at
testing their knowledge of vegetarian cooking. I am
pleased to say that the lowest score on this
assessment was eight out of ten. With most people
achieving one hundred percent, I safely assumed
that my book was educating the reader on a
vegetarian diet.
Report writing
Personal Project Report Writing ‣Reflecting (Criteria D )
0 1 - 2 3 - 4 5 - 6 7 - 8
The student is able to: The student is able to: The student is able to: The student is able to:
Thes
tude
ntdo
esno
tach
ieve
asta
ndar
ddes
crib
edby
anyo
fthe present a limited evaluation of the quality of the present a basic evaluation of the quality of the present a substantial evaluation of the quality of present an excellent evaluation of the quality of
product/outcome against her criteria product/outcome against her criteria the product/outcome against her criteria the product/outcome against her criteria
present limited reflection on how present adequate reflection on how present substantial reflection on how present excellent reflection on how
completing the project has extended her completing the project has extended her completing the project has extended her completing the project has extended her
knowledge and understanding of the knowledge and understanding of the knowledge and understanding of the knowledge and understanding of the
topic and the global context topic and the global context topic and the global context topic and the global context
present limited reflection on her development as present adequate reflection on her development present substantial reflection on her development present excellent reflection on her development
an IB learner through the project. as an IB learner through the project. as an IB learner through the project. as an IB learner through the project.
I used to think…now I think…
Global Context:
I used to think….
Now I think…
Personal project ATL skills
Personal Project – assessing specific ATL skills School adaptation from: http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/subjectHomeMYP.cf m&filename=myp%2Fm_0_mypxx_fcl_1409_1d_e%2Epdf
Criterion A – Research skills:
Students demonstrate research skills by finding, interpreting, judging and creating information (information literacy
skills), and interacting with media to use and create ideas and information (media literacy skills). Evidence should be
found in their bibliography and also in the ‘Investigating’ section of their written report. Evidence may also be found in
the appendices or other sections of the report. Evidence of information literacy skills may include:
Collecting, recording and verifying data Making connections between sources of information Collecting and analyzing data to identify solutions and make informed decisions Processing data and reporting results Evaluating and selecting information sources based on their appropriateness to specific tasks Using critical literacy skills to analyze and interpret media communications Creating references and citations, using footnotes/endnotes and constructing bibliography according to
recognized conventions Evidence of media literacy skills may include:
Locating, organizing, analyzing, evaluating, synthesizing, and ethically using sources from a variety of sources
and media Demonstrating awareness of media interpretations of events and ideas Seeking a range of perspectives from multiple and varied sources Communicating information and ideas effectively to multiple audiences using a variety of media and formats Comparing, contrasting and drawing connections among (multi)media resources
Criterion B – Self-management skills: Students demonstrate self-management skills by managing time and tasks effectively (organizational skills) and
managing their state of mind (affective skills). Evidence should be found in the ‘planning’ section of the written report.
Evidence may also be found in the appendices or other sections of the report. Evidence of organizational skills may include:
Having a detailed plan for the completion of the project Planning strategies and actions to achieve the goal Meeting deadlines Keeping an organized and logical process journal Setting goals that are challenging but realistic
Personal project ATL skills
Selecting and using technology effectively and productively
Evidence of affective skills may include:
Perseverance and persistence Self-motivation and positive-thinking Resilience – the ability to deal with mistakes, failures, disappointment, change
Criterion C – Thinking skills: Students demonstrate thinking skills by analyzing and evaluating issues and ideas (critical thinking skills), generating
novel ideas and considering new perspectives (creative thinking skills) and utilizing skills and knowledge in multiple
contexts (transfer skills). Evidence should be found in the ‘Taking action’ and ‘Investigating’ sections of the written
report or in the product or outcome of the project. Evidence may also be found in the appendices or other sections of the
report. Evidence of critical thinking skills may include:
Recognizing or identifying problems, obstacles or challenges Formulating arguments Recognizing assumptions and bias in sources Interpreting data Evaluating sources Drawing reasonable conclusions and generalizations Revising understanding based on new information Formulating questions Considering ideas from multiple perspectives Proposing and evaluating a variety of solutions
Evidence of creative thinking skills may include:
Brainstorming or visual diagrams used to generate ideas or inquiries, or visible thinking strategies or techniques Considering multiple alternatives – even those that may seem impossible Making unusual connections between ideas or objects Designing improvements existing technologies Creating novel solutions or original works and ideas – or using existing works or ideas in new ways
Evidence of transfer skills may include:
Applying skills and knowledge in unfamiliar situations Comparing conceptual understanding across multiple subject groups and disciplines Combining knowledge, understanding and skills to create products or solutions Transferring current knowledge to learning of new technologies Changing the context of an inquiry to gain different perspectives
Personal project ATL skills
Criterion C – Communication and Social (collaboration) skills: Students demonstrate communication skills by exchanging thoughts, messages and information effectively through
interaction and reading, writing and using language to gather and communicate information. They demonstrate
social (collaboration) skills by working effectively with others. Evidence should be found in the ‘Taking action’ and
‘Investigating’ sections of the written report or in the product or outcome of the project. Evidence may also be found in
the appendices or other sections of the report. Evidence of communication skills may include:
Giving and receiving feedback (not necessarily only from their project supervisor) Using appropriate speaking and written techniques for dealing with different audiences Negotiating ideas and knowledge with peers, teachers or others (possibly as part of research) Collaborate and share ideas (may be part of the product) Make inferences and draw conclusions Write for different purposes Paraphrase and take effective notes Organize and depict information logically Structure information in the written report
Evidence of social (collaboration) skills may include:
Demonstrating empathy Helping others to succeed Taking responsibility for one’s own actions Listening actively to perspectives and ideas of others Giving and receiving meaningful feedback
Criterion D – Reflection skills: Students demonstrate reflection skills by (re-)considering the process of learning; choosing and using ATL skills. Evidence should be found in the ‘Reflecting’ section, or in other sections of the written report.
Evidence of reflection skills may include:
Developing new skills, techniques or strategies for effective learning Identifying strengths and weaknesses of personal learning strategies (self-assessment) Trying new ATL skills and evaluating their effectiveness Considering increased knowledge and understanding relating to the project topic Considering ATL skills development Considering their development as a learner
Service and Action Reflections
Instructions: To complete the Service and Action portion of the MYP, you will need to demonstrate you have met four of the eight Learning Outcomes through reflection. Your reflections must make clear connections between your activities, and your involvement in those activities, to the Learning Outcomes (on the next page). Complete a minimum of four sections. (There will be a template on Schoology for you to fill out; this is just an example of what it will look like).
8 Learning Outcomes Increased their awareness of their own strengths and areas
for growth
Shown perseverance and commitment in their
activities
-I volunteered for four hours at the craft fair on a
Saturday. I was selling cupcakes at the welcome table to
raise money for special projects. I was surprised at how
nice the craft fair visitors were, but not a lot people
wanted cupcakes. At the end of the day I helped clean up
the table and put all our signs away.
-I have never like making small talk or having
conversations with people that I do not know. I
volunteered for the craft fair because I needed service
hours and my friends were going. The teacher supervisor
encouraged me to be more welcoming to the visitors as
they entered the school. I wasn’t very successful until the
supervisor gave me some tips. For instance, I would
complement their clothes (make a comment about the
Broncos) or ask them what crafts they were more
interested in before trying to sell the cupcakes. This really
helped the sales. In the end, I feel like I gained some sales
skills and I feel more comfortable making small talk with
adults.
Undertaken new challenges Engaged in issues of global importance
Planned and initiated activities Considered the ethical implications of their actions
Worked collaboratively with others Developed new skills
This reflection shows that a student participated
in Service and Action, but is a simple summary.
It does NOT connect to the learning outcome.
This reflection both shows participation and
makes a clear connection to the learning
outcome.
Service and Action Learning Outcomes
The MYP strives to educate the whole person; serving and acting in your community is part of
that education. By the end of 10th grade, you should be able to reflect on how you have grown
and met four of the eight Learning Outcomes below. (Completing the Personal Project counts
as evidence towards meeting these Outcomes).
Increased awareness of strengths and areas for growth
Students are able to see themselves as individuals with various skills and
abilities, some more developed than others, and understand that they can
make choices about how they wish to move forward.
Undertaking new challenges
A new challenge may be an unfamiliar activity, or an extension to an
existing one.
Planned and initiated activities
Planning and initiation will often be in collaboration with others. It can be
shown in activities that are part of larger projects, for example, ongoing school activities in the
local community, as well as in small student‐led activities.
Working collaboratively with others
Collaboration can be shown in many different activities, such as team sports, playing music in a
band, or helping in a kindergarten. At least one project, involving collaboration and the
integration of at least two of creativity, action and service, is required.
Showing perseverance and commitment
At a minimum, this implies attending regularly and accepting a share of the responsibility for
dealing with problems that arise in the course of activities.
Engaged with issues of global importance
Students may be involved in international projects but there are many global issues that can be
acted upon locally or nationally (for example, environmental concerns, caring for the elderly).
Consideration of ethical implications
Ethical decisions arise in almost any activity engaging in the community
(for example, public park improvement initiative, tutoring an
elementary student, in relationships with others involved in service
activities). Evidence of thinking about ethical issues can be shown in
various ways, including journal entries and conversations with
coordinators, teachers, and CAS advisers.
Developing new skills
As with new challenges, new skills may be shown in activities that the
student has not previously undertaken, or in increased expertise in an established area.
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Supervisor Slip:
I, ___________________________________ (Supervisor’s printed name),
agree to supervise __________________________________ (Student’s printed
name) for the 2019-2020 School Year Personal Project. The student agrees to set
up regular meetings with the Supervisor (at least once a month) to discuss
progress.
Supervisor’s signature: ____________________________________
Student’s signature: ____________________________________
Academic Honesty Contract:
I commit to:
Completing the Personal Project and Final Report by the due dates that are
listed in the PP Student Guide
Meeting regularly with my supervisor to discuss the progress of my
Personal Project and Final Report
Using the advice of my supervisor, family members and/or mentors to assist
in the completion of the Personal Project
Submitting a Personal Project and a written Final Report, which is my
OWN work
Student Signature:___________________________________
Date:_________________
Give this page to Supervisor
Student Contact Information:
Student Name: ________________________________
Student Email: ________________________________
Student Schedule:
Period Semester 1 Semester 2
B1
B2
B3
B4
G1
G2
G3
G4