Roosevelt High School Personal Project Student...

Roosevelt High SchoolPersonal Project Student Guide

Table of Contents Introduction Phases Examples Role of Student and Supervisor Requirements Phase 1: Investigating Choosing Your Topic Focusing Your Topic Choosing a Global Context What are the Global Contexts? Phase 2: Planning Design Cycle Identifying Sources Identifying Your Next Steps Phase 3: Taking Action Process Journal Prompts Phase 4: Reflecting/Presenting Project Report Presentation Guide Appendix Frequently Asked Questions Supervisor Meeting Forms Process Journal Form A Guide to Writing Bibliographies Student’s Final Self-‐Assessment Assessment Criterion

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Roosevelt High School Personal Project 2015 Page 1

The Personal Project

Introduction

The personal project is an important student-‐directed project and a significant aspect of the Middle Years Programme (MYP). Students begin their projects during the second semester of ninth grade year and finish during tenth grade.

Your personal project is an opportunity to investigate a topic of your choice, create something, reflect on what you learned and evaluate what you made and how you made it. Your personal project gives you an opportunity to develop a unique, individual and creative work of your choice and to demonstrate the skills you have developed through your years in MYP. You will put together a long-‐term project that will challenge your creativity and thinking about issues and ideas that are important to you. This is a rewarding process that leads to a personally rewarding product.

Aims (Goals) of the Personal Project:

• Inquire about issues that are relevant to you • Examine those issues through a Global Context • Demonstrate the skills, attitudes, and knowledge required to work on a project over an

extended period of time • Reflect on your learning and knowledge • Take thoughtful and positive action • Develop confidence as a lifelong learner

Your personal project should:

ü Have a clear and achievable goal ü Focus on at least one global context ü Allow you to express a personal message ü Explore a topic or idea which you are interested in


Phases of the Personal Project:

Phase A: Investigating Students will:

I. Define a clear goal and Global Context based on personal interest

II. Identify prior learning and knowledge relevant to the project

III. Demonstrate research skills

Dates Due:

Phase B: Planning Students will:

I. Develop criteria for the product/outcome II. Plan and record the development process

of the project III. Demonstrate self-‐management skills

Phase C: Taking Action Students will:

I. Create a product/outcome in response to the Global Context and criteria

II. Demonstrate thinking skills III. Demonstrate communication and social

skills

Phase D: Reflecting Students will:

I. Evaluate the quality of the product/outcome

II. Reflect on how completing the project has extended their knowledge of the topic

III. Reflect on growth as an IB learner


Examples of Personal Projects

• Document your neighborhood through a photography exhibition

• Create reusable bags from second hand materials

• Submit an original article to a newspaper or magazine

• Refurbish old bikes and donate them to a local charity

• Write a short story or novel • Compose and record a song • Research your genealogy

• Create an original work of art • Write and film a movie • Perform a science experiment • Raise money for an organization or charity • Build a piece of furniture • Learn a new type of dance • Write and perform a play • Create a cookbook of family recipes • Improve a product • Create an awareness campaign about an

issue on your community.

What I might be interested in exploring:


Role of Student and Supervisor

Your advisory teacher will be your supervisor. Your supervisor will support you during your project. You and your supervisor will work together to make sure your project is on track.

It’s your supervisor’s job to:

• Teach you about what the Personal Project is • Help you plan and schedule your project • Give advice on how to use your process journal • Give you feedback on your work • Let you know how your project will be graded • Make sure your project is safe, legal, and ethical • Make sure your work is your own • Assess (grade) your project when it’s finished

It’s your job to:

• Decide your topic • Complete your research tasks by the due dates • Schedule meetings with your supervisor • Let your supervisor know if you need to reschedule a meeting • Be prepared for meetings with your supervisor • Keep a record of meetings in your process journal • Follow your schedule and meet deadlines • Finish your project!


Requirements of the Personal Project

_____Statement – explain your goal and chosen Global Context

_____Process Journal – a record of your progress throughout the project (at least 2 entries for each phase. Can include charts, paragraphs, photos, drawings, notes, diagrams).

_____Product – the outcome in response to your goal

_____Report – you will include information about your project from each of the 4 Phases, written, electronic, oral, or visual (This will include parts of your process journal.)

_____Presentation – the presentation will include a visual aid and will occur _______

_____Academic Honesty Form

_____Advisor Meeting Forms

_____Bibliography

When you see this symbol, it means that you record (draw, write, make an audio recording, diagram, etc.) your responses to the prompts.


Phase 1: Investigating

Now it is time for you to choose what you want to do for your project.

• First, you will choose your topic of interest. • Second, you will focus your topic to create a specific goal. • Third, you will choose a Global Context.

Begin by brainstorming (writing down your ideas) in your process journal. You can fill out a process journal entry form, write on your computer, draw pictures or record your ideas in any other way.

Remember: Organize your planning so you do not lose anything.

Choosing Your Topic

Guiding Questions: Use these questions to help you brainstorm. Record your answers in your process journal.

1) My current activities: What are activities, clubs, or social groups you are currently involved with? What activities do you wish you could participate in?

2) Personal enjoyment and relaxation: How do you spend your free time? What do you do to have fun? What do you do to relax?

3) Important things to me: What are ideas or things that are important to you? Are there any issues that bother or worry you? What issues would you like to know more about? Why are these issues important to you?

4) Important issues that matter to people my age: What are ideas or issues that are important to people you and your friends? To other people your age? Why are these issues important?

5) Important issues that matter to the world: What are ideas or things that you believe are important to people around the world? Why are these important?

6) Decision – Topic for Investigation:

What topic will you investigate for your Personal Project? Why did you make this choice?


Focusing Your Topic

Now that you have chosen a topic, it is time to make sure that your topic is specific (small enough so that you can complete your project). You should focus your topic so that your topic

can be covered well in your project and report. Here are some ways you can focus your topic:

Guiding Questions: Can you…

• …Narrow topically – Select a sub topic of the original topic • …Narrow chronologically – Select a limited time period for your topic • …Narrow geographically – Select a geographical area to focus on within your topic

Too General More Focused I want to learn about Beyoncé. I want to learn what has influenced the music of Beyoncé. I want to draw. I want to learn how to draw landscapes using charcoal. I want to study gangs. I want to create an awareness campaign about teens in gangs in

Minneapolis.

_____________________________________________________________________________________


Choosing a Global Context

You must choose one global context through which to focus your project. The global contexts that you may choose from are:

Ø Identity and relationships Ø Orientation in space and time Ø Personal and cultural expression Ø Scientific and technical innovation Ø Globalization and sustainability Ø Fairness and development

Guiding Questions:

1) What do I want to achieve through my personal project?

2) What do I want others to understand through my work?

3) What impact do I want my project to have?

4) How can a specific context give greater purpose to my project?

5) What will my Global Context be?

6) Why did I choose this Global Context?

7) How does my topic fit into this Global Context?


What are the Global Contexts?

You will choose one Global Context for your project to help you make connections between your project and our local and global community and explain your project’s significance.

Global Context Examples of Personal Projects Identities and Relationships Students will explore identity; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human

§ 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

Orientation in Space and Time Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives

§ The Euclidean space perspective of the universe; a 3D model

§ The Mayflower and the dream of religious freedom; a personal family history

§ Charting a family history through archives and a representational statue

Personal and Cultural Expression Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend, and enjoy our creativity; our appreciation of the aesthetic

§ Video games as a form of cultural expression; a short film using five video games that shows how they are an expression of our culture

§ Culture and self-‐expression through dance at the local community arts center; a performance

Scientific and Technical Innovation Students will explore the natural world and its law; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; Adapting, Modifying, and Depending on the Environment.

§ Nano fibers build stronger bikes; a prototype bike with nano fibers

§ What’s the matter with the anti-‐matter?; an informational talk

§ Why are genetics and genomics important to my health?; a media presentation

§ Can stem cells replace organ transplants?; an investigative report

Globalization and Sustainability Students will explore the interconnectedness of human-‐made systems and communities; the relationship between local and global processes; the opportunities and tensions provided by world-‐interconnectedness; the impact of decision-‐making on humankind and the environment

§ The struggle for water in developing countries; an awareness campaign

§ Education as the tool to change the future of Peru; a workshop for adults

§ The role of the developing countries in protecting the tropical rain forest; a collection of slides

Fairness and Development Student will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

§ Supporting fair trade: Cocoa trade in Ghana; an awareness campaign for our school restaurant/cafeteria to promote fair trade

§ Exploring the intersections of race and inequality; a radio broadcast


Phase 2: Planning

The Design Cycle: The Design Cycle is a path to help you through any active learning you do. For the personal project, it is important to identify which phase of the design cycle you are in. Depending on your topic, you may go through the cycle once or multiple times to help you achieve your goals.

Identifying Sources

To learn a new skill or create a product, you will need to use sources. As you find your sources, begin to create your bibliography. See page 16 and 17 for more information about creating your bibliography.

Guiding Questions:

1) Who are people who have knowledge of your topic?

2) Will you search for information online, at a library or from other people?

3) How have other people accomplished similar goals?

4) What information, ideas and knowledge will you need to be successful?

Inves6gate: Inquiring, Background

Informaion, Global Context (Journal)

Plan: Plan, Predict, Resources

(Journal)

Take Ac6on: Do, Make, Write, Produce

(Journal)

Reflect: Reflect, Analyze, Report


Identifying Your Next Steps

In order to achieve your goal, you will need to create a list of steps you must accomplish. These steps can be changed if you need to.

Guiding Questions:

1) What are the steps you will need to complete your project? Be specific.

2) When will you complete each of the steps?

_____________________________________________________________________________________

Phase 3: Taking Action

Process Journal Prompts

Throughout the project, you will be keeping records of how your project is going. It is great to record your successes, but it is equally important to record areas where you have struggled. You will need to have at least 2 journal entries for each phase of your project. Here are ideas and ways you can record your progress in your Process Journal. Feel free to choose one or more for each of your Process Journal entries:

Guiding Questions:

Ø How have you achieved success during each of your steps? Ø Have you had any setbacks (problems)? Ø Have you made any changes to your plan? Ø What are big Ah-‐Ha moments you have had? Ø Is your work going as you planned? Ø Is this process harder or easier than you thought? Ø Has a classmate looked at your work to help you? Ø What would you change if you did this process again?

Journal entries can be:

Ø Visual diagrams of your thinking Ø Short paragraphs Ø Charts Ø Timelines or plans Ø Photographs or sketches Ø Self and peer feedback Ø Research notes Ø Any other way of representing your ideas with words or images


Phase 4: Reflecting/Presenting

Project Report

Your Project Report will summarize how you completed your project. It will tell the reader about your experiences and about the skills you used and developed while working on your project.

Requirements:

____4 Sections: The report summarizes each of the 4 Phases: Investigating, Planning, Taking Action, Reflecting

____Process Journal Extracts: Choose up to 10 extracts (sections) of your Process Journal. You must have at least one journal entry for each of the 4 Phases.

This may be in one of four formats: written, electronic, oral, or visual. If you would like to use parts of different formats, talk to your supervisor about the requirements.

Format Description Length Written A report that is well organized, with sections and

subheadings that correspond to the criteria. 1,500 – 3,500 words

Electronic May be a website, blog, or slideshow. 1,500 – 3,500 words Oral May be a podcast or other kind of recorded

audio. May be recorded using cue cards or notes. 13-‐15 minutes

Visual A short, edited film. 13-‐15 minutes

ü Which of these formats is most appropriate to your Personal Project topic? Why?

_____________________________________________________________________________________


Presentation Guide

The last stage of your project is the presentation. You will communicate your work to your peers and to your supervisor. You will discuss your research process, display the product you created, and share your reflections and final thoughts on your project.

Plan your presentation in your Process Journal.

Guiding Questions:

1) How can I communicate the goal of my project?

2) How can I communicate my research process?

3) What is the best way to show or present my product (result of my research)?

4) How can I display my conclusions?

5) How could my project be improved? What would be the next steps if this were to continue?

6) How can I explain what I have learned from this project?


Appendix

Frequently Asked Questions

Ø What is the Personal Project?

The Personal Project is an opportunity for you to learn about something you are interested in. You will be able to research any topic you choose, record your learning in a process journal, and present your work.

Ø When do I work on my Personal Project?

Most of the work will be completed outside of school. We will do some brainstorming, preparation, and check-‐ins during advisory. You will also have meetings with your project advisor during or after school.

Ø Who can help me?

Each student will have an advisor to help them. You might also seek help from a community member who is an expert in the topic you choose to learn about.

Ø In what language(s) can I write and present my Personal Project?

Projects will be written and presented in English. Students in our Spanish Immersion program may choose to write and present in Spanish.

Ø What are the Global Contexts?

A Global Context is a point of view we can use to study our world. The Global Context you choose will help focus your project. The Global Contexts are:

• Identities and Relationships • Orientation in Space and Time • Personal and Cultural Expression • Scientific and Technological Innovation • Globalization and Sustainability • Fairness and Development

See page 10 for more descriptions of each Global Context.

Ø What is a Process Journal?

The Process Journal is a space for you to record your work on the Personal Project and will be included in your report. Entries should be made for each of the 4 phases. The entries can take the form of notes, summaries, drawings, interviews, timelines, lists, samples of materials, photographs or anything else that helps you to record your progress. You may also record your ideas in a notebook, on loose paper, on a computer or any other medium. Talk to your supervisor if you have questions.


Supervisor Meeting #1: Introductions and Goal Setting

DEADLINE: ___________________

Supervisor: _____________________________________________________

Student Name:__________________________________________________

1. Tell your supervisor a little about yourself. What are your interests? What resources do you have available to you outside of school? (computer, printer, iPad, etc.)

2. What is your “BIG QUESTION”?

3. Why did you pick the question?

4. What are your initial goals for the project?

____________________________________

Student Signature Date

____________________________________

Supervisor Signature Date

I chose not to participate in the meeting or was not

prepared to discuss the topics listed.

Student Signature:

___________________


Supervisor Meeting #2: Questions and Resource Requests

DEADLINE: ___________________

Supervisor: _____________________________________________________

Student Name:__________________________________________________

1. Where are you in your project? What obstacles have you encountered?

2. Have any of your goals changed? If so, how and why?

3. Are there any resources/contacts/instructions that your supervisor can provide to you? If so, what?

4. Do you have any ideas for what you will do for your final product? How can your supervisor help you with that?

____________________________________


____________________________________


I chose not to participate in the meeting or was not prepared to discuss the topics listed.

Student Signature:

________________


Supervisor Meeting #3: Concluding the Project

DEADLINE: ___________________

Supervisor: _____________________________________________________

Student Name:__________________________________________________

1. How are you feeling about your final report? What still needs work?

2. How are you feeling about your final product? What should your supervisor expect to see?

3. Are there any obstacles you are facing in getting the final product completed? How can your supervisor help?

4. What do you feel are your projects greatest strengths? Why? Its weaknesses? Why?

____________________________________


____________________________________


I chose not to participate in the meeting or was not prepared to discuss the topics listed.

Student Signature:

________________


Process Journal Entry

Research Phase (Circle One) – Investigating Planning Taking Action Reflecting

Next Step:


A Guide to Writing Bibliographies

Introduction

Ø A bibliography is a list of sources you used for information during your research. Ø This is a quick and simple guide to help you write a proper bibliography for your IB-‐MYP

Personal Project. Listed below are some rules to follow and examples.

Why should you include a bibliography?

Ø To give credit for ideas which are not yours Ø To allow people who like your work to find the same information you found Ø To show all of the sources that you have used to support your research

What should a bibliography look like?

Ø It should be arranged alphabetically by the first word in each entry under the heading Bibliography.

Ø It should contain proper punctuation, underlining, and indenting. Ø It should include who wrote the information, where the information was published,

and when it was published.

Helpful Websites

www.bibme.org

www.easybib.com

www.citationmachine.net


Example Bibliography

Bibliography

Armstrong, Matthew. The Best Projects to Help Save

the Earth for Young Teens. Toronto: Western Alliance Publishing, 2002.

Chartres, Frederico V. and Thomas Vallpollicello. How

to Cook Spaghetti in Your Uncle’s Wok. Rome: Vendetta and Sons, 1990.

Everyone out of the Gene Pool: How Thai Food is

Harming our DNA. Bangkok Post 13 Sept. 1998: C21

Great Pictures of Personal Projects from My School.

Great IB Schools. 19 Aug. 2001 Online. http://www.raisingtheprofile.com/jpeg/html/pic.21. May 2002.

MTV Cribs: Limp Bizket’s Personal Project Room.

MTV Cribs. MTV Asia, Bangkok. 6 Oct. 2001.

**HINTS:

*The word “Bibliography” is centered.

*The second line of each entry is indented one TAB press.

*The entries are listed in alphabetically by first word in each entry.

*The name of the book, newspaper, or television show is underlined.


Student’s Final Self-‐Assessment

Student: ________________ Supervisor: ________________

Project Title/Topic: ___________________________________________

MYP Criteria

Beginn

ing

Learning

Successful

Accomplish

ed Comments/Areas to Improve

A. Investigating

B. Planning

C. Taking Action

D. Reflecting

Student’s Signature__________________________________ Date ___________

Supervisor’s Signature ________________________________Date ___________


Assessment Criterion

MYP Criteria

Beginn

ing

Learning

Successful

Accomplishe

d

A. Investigating In the personal project, students should: i. define a clear goal and global context for the project, based on personal interests ii. identify prior learning and subject-‐specific knowledge relevant to the project iii. demonstrate research skills.

The student is able to: i. state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility ii. identify prior learning and subject-‐specific knowledge, but this may be limited in occurrence or relevance iii. demonstrate limited research skills.

The student is able to: i. outline a basic and appropriate goal and context for the project, based on personal interests ii. identify basic prior learning and subject-‐specific knowledge relevant to some areas of the project iii. demonstrate adequate research skills.

The student is able to: i. define a clear and challenging goal and context for the project, based on personal interests ii. identify prior learning and subject-‐specific knowledge generally relevant to the project iii. demonstrate substantial research skills.

The student is able to: i. define a clear and highly challenging goal and context for the project, based on personal interests ii. identify prior learning and subject-‐specific knowledge that is consistently highly relevant to the project iii. demonstrate excellent research skills.

B. Planning In the personal project, students should: i. develop criteria for the product/outcome ii. plan and record the development process of the project iii. demonstrate self-‐management skills.

The student is able to: i. develop limited criteria for the product/outcome ii. present a limited or partial plan and record of the development process of the project iii. demonstrate limited self-‐management skills.

The student is able to: i. develop adequate criteria for the product/outcome ii. present an adequate plan and record of the development process of the project iii. demonstrate adequate self-‐management skills.

The student is able to: i. develop substantial and appropriate criteria for the product/outcome ii. present a substantial plan and record of the development process of the project iii. demonstrate substantial self-‐management skills.

The student is able to: i. develop rigorous criteria for the product/outcome ii. present a detailed and accurate plan and record of the development process of the project iii. demonstrate excellent self-‐management skills.


MYP Criteria

Beginn

ing

Learning

Successful

Accomplishe

d

C. Taking Action In the personal project, students should: i. create a product/outcome in response to the goal, global context and criteria ii. demonstrate thinking skills iii. demonstrate communication and social skills.

The student is able to: i. create a limited product/outcome in response to the goal, global context and criteria ii. demonstrate limited thinking skills iii. demonstrate limited communication and social skills.

The student is able to: i. create a basic product/outcome in response to the goal, global context and criteria ii. demonstrate adequate thinking skills iii. demonstrate adequate communication and social skills.

The student is able to: i. create a substantial product/outcome in response to the goal, global context and criteria ii. demonstrate substantial thinking skills iii. demonstrate substantial communication and social skills.

The student is able to: i. create an excellent product/outcome in response to the goal, global context and criteria ii. demonstrate excellent thinking skills iii. demonstrate excellent communication and social skills.

D. Reflecting In the personal project, students should: i. evaluate the quality of the product/outcome against their criteria ii. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context iii. reflect on their development as IB learners through the project.

The student is able to: i. present a limited evaluation of the quality of the product/outcome against his or her criteria ii. present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present limited reflection on his or her development as an IB learner through the project.

The student is able to: i. present a basic evaluation of the quality of the product/outcome against his or her criteria ii. present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present adequate reflection on his or her development as an IB learner through the project.

The student is able to: i. present a substantial evaluation of the quality of the product/outcome against his or her criteria ii. present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present substantial reflection on his or her development as an IB learner through the project.

The student is able to: i. present an excellent evaluation of the quality of the product/outcome against his or her criteria ii. present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present excellent reflection on his or her development as an IB learner through the project.

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