10th grade Personal Project

Personal project The project consists of:

A product or outcome A process journal A written report

Aims The aims of the personal project are to help students:

participate in a sustained, self-directed inquiry within a global context

generate creative new insights and develop deeper understandings through in-depth investigation

demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time

communicate effectively in a variety of situations demonstrate responsible action through, or as a

result of, learning appreciate the process of learning and take pride in

their accomplishments

Objectives Objective A: Investigating

i. Define a clear goal and global context for the project, based on personal interestsDefine a goal based on personal interestsIdentify prior learning and subject-specific

knowledgeDemonstrate research skillsGoals should be achievable, yet challengingSome goals are overly complex or too simplistic

Objectives Objective B: Planning i. Develop criteria for the product/outcome

Develop a proposal of action/criteria Plan and record the development process Demonstrate self-management skills Criteria can be a checklist or rubric Criteria should be determined once you have a clear

understanding of what you want to achieve Document your criteria in your process journal and use

them to assess the final outcome/product Example: criteria for a personal fitness program

would include a proposed running schedule with interim projected running times, and the goal of the final running time

Objectives Criterion C: Taking action

i. Create a product/outcome in response to the goal, global context and criteria

Demonstrate communication and social skillsDemonstrate thinking skillsDemonstrate service as action where

applicable

Objectives Objective D: Reflecting i. Evaluate the quality of the product/outcome

against your criteria ii. Reflect how completing the project has extended

your knowledge and understanding of the topic and the global context

iii. Reflect on your development as IB learners through the project

Requirements Students are expected to spend at least 25 hours on

their personal project. This time includes: meeting with supervisors independent learning through research, planning,

development and completion of the project reporting of the project

All projects are registered with IB Successful completion of the personal project is a

requirement for receiving the IB MYP certificate Your project may be displayed at the MYP certificate

celebration night

Role of the Supervisor The purpose of the supervisor is to support students

during the project You will choose your supervisor based on the list of

available supervisors For your first meeting you will bring a goal statement

that you have written stating the goal of your project Your supervisor will:

Provide guidance Confirm authenticity of work submitted Assess project based on criteria

Academic Honesty The academic honesty form will help your supervisor

authenticate your work Each time you meet with your supervisor, your

supervisor must use the academic honesty form provided by IB to: Note meeting dates and main points discussed Declare the academic honesty of your work Document a minimum of three meetings

Final declaration must be signed by the student and the supervisor on submission of the entire project

Action A. investigation: taking an inventory of your interests,

skills and talents to consider opportunities for personal project. Identify a need through: media, interviews of experts, surveys, and observations/personal experiences.

B. Preparation: planning, recognizing responsibilities and actions, resources and timelines, acquiring skills; all geared toward completion of the project.

C. Action: implementing the plan. D. Reflection: describing the experience, expressing

feelings, generating ideas and asking questions. Occurs throughout to assist with revising and to internalize the experience.

E. Demonstration: using metacognition to determine what and how you’ve learned and what you’ve accomplished, capturing the totality of the experience.

Global Contexts Global contexts help students engage in a cycle of

inquiry and a process that leads him/her from academic knowledge to thoughtful, principled action.

In order to choose a global context, consider: What do I want to achieve through my project? What do I want others to understand through my

work? What impact do I want my project to have? How can a specific context give greater purpose

to my project?

Global Contexts You must choose one of the following for your

project, to establish the relevance of your inquiry (why it matters) and to define your goal: identities and relationships orientation in space and time personal and cultural expression scientific and technical innovation globalization and sustainability fairness and development

Global ContextsGlobal context Examples

Identity and relationships

Examine the question, “Why does rap speak to me?”.

Orientation in space and time

Explore the development of rap as a style of music across continents.

Personal and cultural expression

Perform a rap song for peers and have a question-and-answer session.

Scientific and technical innovation

Design a 3D model of a solar device with instructions for construction.

Globalization and sustainability

Debate Hervé Kempf’s ideas about “how the rich are destroying the Earth”.

Fairness and development

Exploring the intersection of race and inequality.

Global context Examples of personal projects

Identities and relationshipsStudents 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.

Keeping culinary traditions; a video series following family recipes with historical relevance

Orientation in space and timeStudents 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.

Explorers in search of a new world; immigration over the ages through visual texts

Personal and cultural expressionStudents 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.

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

Scientific and technical innovationStudents will explore the natural world and its laws; 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; the impact of environments on human activity; how humans adapt environments to their needs.

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

Globalization and sustainabilityStudents will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by the world-interconnectedness; the impact of decision-making on humankind and the environment.

The role of developing countries in protecting the tropical rainforest; a collection of slides

Fairness and developmentStudents 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 cafeteria to promote fair trade

Approaches to Learning Personal project is a culminating activity which demonstrates your development of ATL skills. You will use ATL skills throughout the project, especially in the written report. ATL’s can be chosen at the beginning, during, or after the project is complete. The ATL(s) you choose to focus on can change throughout the project as you make new

discoveries.

Approaches to LearningATL skill categories ATL skill clusters

Communication I. Communication

Social II. Collaboration

Self-management III. OrganizationIV. AffectiveV. Reflection

Research VI. Information literacyVII. Media Literacy

Thinking VIII. Critical thinkingIX. Creative thinkingX. Transfer

Process Journal You are expected to document your process in your

process journal. It can be written, visual, audio, or a combination. You are responsible for producing evidence of

addressing the four objectives on which you will be graded, in order to show mastery.

Process journals allow your supervisors to assess: Your working behaviors Your academic honesty

Process Journal Extracts

An extract may include:

visual thinking diagrams

bulleted lists

charts

short paragraphs

notes

Ttmelines, action plans

• In order to demonstrate your development in all criteria, you must submit 10 extracts from your process journal as appendices in your report.

• These 10 extracts represent the key developments of your project.

• Select extracts that demonstrate how you addressed each of the objectives, or annotate to explain. annotated illustrations or research

artifacts from museums, performances, galleries

Pictures, photographs, sketches

30 seconds or less of visual/audio material

screenshots of a blog/website

self and peer assessment feedback

Process Journal Extracts Relevant material should be included in your

extracts example: a segment of a completed

survey you conducted Extracts are simply supporting evidence of

the process of your project They will not be individually assessed Extracts should display ATL’s, global

contexts, goals, and anything necessary to demonstrate that you’ve met the criteria

The process journal is: The process journal is not:

• Used throughout the project to document development

• An evolving record of intents, processes, accomplishments

• For recording initial thoughts and developments, brainstorming, inquiry and questions raised

• For recording interactions with sources, teachers, supervisors, external contributors

• For recording selected, annotated and/or edited research for bibliography

• For storing useful information such as quotations, pictures, ideas, fabric samples, color swatches

• A means of exploring ideas and solutions• A place for evaluating work completed• A place for reflecting on learning• Devised by the student in a format that suits

his/her needs• A record of reflections and formative feedback

received.

• Used on a daily basis (unless useful to the student)

• Written up after the process has been completed

• Additional work on top of the project; it is part of and supports the project

• A diary with detailed writing about what was done

• A static document with only one format

Resources Students should select relevant and reliable information

from a vareity of sources to develop their project. To reach the highest achievement levels through

investigating, students must select a range of sources and source types (books, magazines, reliable internet sources, etc.)

When selecting sources, students should consider: credibility of author currency accuracy relevance intended audience objectivity

Resources Students should select sources at the

beginning stages of their projects. Students should continue to develop their

research during the process of completing the project.

Record information collected from sources in your process journal, along with annotations and possible uses.

This information will be helpful when you write your report.

Personal Project Objectives- review A: Investigating

Students should be able to:i. define a clear goal and context for the

project, based on personal interestsii. Identify prior learning and subject-

specific knowledge relevant to the projectiii. demonstrate research skills.

Personal Project Objectives- review

B: Planning Students should be able to:

i. develop criteria for the product/outcome

ii. Plan and record the development process of the project

iii. demonstrate self-management skills.

Personal Project Objectives- review

C: Taking action Students should be able to:

i. create a product/outcome in response to the goal, context and criteria

ii. demonstrate thinking skillsiii. demonstrate communication and social

skills.

Personal Project Objectives- review

D. Reflecting Students should be able to:

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 an IB learner through the project.

Assessment The personal project consists of three

components:

Personal project component

How it is assessed

Focus on topic leading towards a product/outcome

Evident in the presentation/report

Process journal A selection of extracts in appendices of the report

Report The content of the report assessed using all four criteria

Types Of The Personal Project

Many Forms:

Original Art Work – All Types

Written Work

Literary Fiction

Original Science Experiment

Invention

Business Marketing Plan

Timeline

You will be given a timeline to follow. Be smart- follow it. Some students wait until last minute

and do not pass their project.

3 Items to turn in

Product/outcome The process journal The written report

The Written Report

The personal project report demonstrates a

student’s engagement with his or her personal

project by summarizing the experiences and skills

recorded in the process journal.

The report should be presented in identifiable

sections, following the project objectives-

investigating, planning, taking action, and

reflecting.

The report must include evidence for all the strands

of each criteria.

The Written Report

The report does not replace the product/outcome of

the personal project. If the product is in written

form, such as a novel, this is considered as distinct

from the personal project.

The report aims to inform and explain the process of

the personal project in a concise form and consists

of sections with subheadings.

Length: 1,500-3,500 words

Example Of The Personal Project An actual Inuit Koriac - no glue, no

metal

Example Of The Personal ProjectDesigned and

created his own soccer stadium.

Worked with local

architects and researched

various facility designs.

Jeffrey’s boat

Researched, designed and built a boat that floated in school pool.

Example Of The Personal ProjectOrganized a Colorado Race for Special Olympics from start to finish; raised several thousand dollars through the project.

Example Of The Personal Project

Bee Keeping project to design, build and run a bee farm for production of honey.

Example Of The Personal ProjectCreated a ‘Quilts from the Heart’ project with teenage girls in residential treatment facility.Donated finished quilts to needy families at local neo-natal clinic.

Example of a Personal Project

Created web site and fundraising project to help

children of Chernobyl disaster.

Children of Chernobyl Project

Examples of Personal Projects

•Making Native American hand carved flutes•Rebuilding a car engine or doing a custom paint job on a car•Designing, filming and editing a music video or short film•Planting a lawn with irrigation systems•Black and White art photography (not just a scrapbook)•Creating web site of tutorials on a subject•Japanese flower arranging•Recording an original music CD of music you write •Making a surfboard/skimboard/skateboard of your design•Teaching disaster preparedness to immigrants•Starting a club/sport/activity•Cook book of family recipes that you make and explain

Next Steps• Think of a topic

• Your topic must be approved by me!!!

• Find a supervisor from the provided list

• Work on a goal statement based on your topic to take to your supervisor for your first meeting

• Determine a format for your process journal

• Beginning journaling right away!