IBCPReflective Project

AndService Learning

My Advisor: ___________________________

Service Learning

IntroductionThe IBCP program strives to provide opportunities for students to enhance their personal and interpersonal development with an emphasis on experiential learning. The goals of the IBCP include:

Empowering students to be responsible for their own learning and development Challenging students to establish and achieve meaningful goals Providing students with flexible strategies to deal with familiar and unfamiliar situations Involving students in authentic activities that allow the students to develop the capacity,

and the will, to make a difference Giving students the opportunity to learn, plan, act and reflect Developing the students’ practical and intellectual skills

At the heart of the IBCP program are the four core components:

Personal and Professional Skills: Students must participate in a course that emphasizes critical thinking, personal and interpersonal development, problem-solving and the acquisition of practical skills. Service Learning: Students must liaise with members of the community and undertake unpaid and voluntary activities that help the community and that have a learning benefit to the student. Language development: Students must improve their language proficiency in a target language other than their best/mother tongue language. Reflective project: Students must plan and create a project that draws together key aspects of their studies, including the career-related study, approaches to learning and community and service.

Students must show evidence of having achieved the following learning outcomes as part of completing the core:

• Social Awareness, community involvement and social action: The student has developed a sense of social awareness, community involvement and social action. The student is able to recognize a need in the community and most importantly is prepared to act to make a difference. • Equity, justice and responsibility: The student has recognized issues of equity, justice and responsibility. It is important that the student is able to look beyond himself or herself and recognize issues of inequity and injustice both locally and internationally.

• Intercultural communicative competence: The student has developed greater intercultural communicative competence. The student’s behaviours and attitudes towards people from different cultures have changed in a positive way.

• Awareness of strengths and areas of growth: The student has increased awareness of his or her own strengths and areas for growth. The student is able to see himself or herself as an individual with various skills and abilities, some more developed than others. The student has grown in self-esteem and confidence and understands that he or she can make choices about how to move forward.

• Undertaking new challenges: The student has undertaken new challenges. A new challenge may be an unfamiliar activity, or an extension to an existing one.

• Plan and initiate activities: The student has planned and initiated activities. This can be shown in activities that are part of larger projects, for example, service learning activities in the local community, as well as small student-led activities. Also, the student has received feedback and acted upon it.

• Work collaboratively with others: The student has worked collaboratively with others. Collaboration can be shown in many different activities, such as working in teams to help the local community resolve a problem and then thinking about preventing the problem from happening again. • Show perseverance and commitment: The student has shown perseverance and commitment. At the very least, this implies attending regularly, completing assigned tasks and accepting a share of the responsibility for dealing with problems that arise. • Engage in issues of global importance: The student has engaged with issues of global importance. The student may be involved in international projects but, at the very least, the student has developed a sense of international-mindedness and global citizenship. • Ethical implications: The student has considered the ethical implications of his or her actions. Ethical issues arise throughout the core activities, and the student must show that ethical principles have played a role in decision-making.

Service Learning

The service learning component of the IBCP will provide students with the opportunity to learn responsibility, practical skills, social skills and a sense of caring for others. It is not simply volunteer work but rather an opportunity for students to identify a need in the community and to use their skills and knowledge to meet the need.

Service learning should be an ongoing experience that occurs regularly throughout the length of the student’s studies. Students may undertake the service cooperatively or individually.

Steps to completing the Service learning component:PLAN

1. The student will meet with his/her faculty advisor to brainstorm possible service learning options. The student must identify a community need that is preferably related to their biomedical career study pathway. Appropriate service learning activities would include but are not limited to working with hospitals, health clinics, rehabilitation centers and nursing homes.

2. The next step is to find a community partner. Students are encouraged to draw upon the knowledge of teachers, parents and peers to find community partners. Student should then meet with the community partner to set up a plan for service.

3. The final step in the planning phase is for the student to draw up a detailed plan of his/her service activity. Students will do this by completing then IBCP Community and Service Plan form.

DO1. The student will carry out his/her service learning activity. This will involve

collaborating with others, giving and receiving feedback, taking responsibility and problem-solving. Students should stay in regular contact with their supervisor for support during this stage.

REFLECT1. The final step in the process will be to reflect on the service learning activity. This is

where the true learning will take place. Students should think about what new knowledge and skills they learned. They will also reflect on how the experience has affected them personally and how it may have affected others. Students should also consider what they have learned from the process itself, including leading and managing a project, working with others and helping the community. Students will complete a final, overall reflection activity of their service learning experience which can take many forms. Some students may choose to do a written reflection. Examples of other appropriate reflection activities include making a video, painting a mural, writing and performing a short play, and writing an article for the local or school newspaper.

IBCP Core Journal

Students will keep an ongoing, weekly journal throughout their IBCP core experience. Students should write a journal entry a minimum of once a week. The entry will include the date, and a discussion of what learning outcomes were addressed that week. These learning outcomes might have been addressed during PPS, Service Learning, Language Development, or while working on the Reflective Project. Students should specify the individual learning outcome and how it was addressed. The weekly journal entry will also include a section where the student will record their thoughts and reflections throughout the process of doing the Reflective Project.

Responsibilities of the student: To determine the nature of their own service learning activities To set up an initial meeting with community contacts, after initial consultation with their

faculty advisor To plan and manage their own service learning To work with the community to achieve predetermined goals To reflect on the experience

AssessmentStudents will be expected to maintain a Reflective Project/Service Learning Notebook which will be divided into the following sections:

1. Self-evaluation 2. IBCP Service Learning Plan3. IBCP Reflective Project Plan4. Evidence for Service Learning5. Weekly journals6. Overall IBCP experience reflection

Examples of Service Learning Activities:• A group of students in collaboration with the local community produces a mural in a public place. The mural itself reflects and celebrates the community, possibly in terms of its cultural heritage, its achievements or its future. Students would need to explore other examples of murals that have been produced to enhance the community and to discourage graffiti. They would also have to research the role of public art and the relationship between neighborhood culture and art. • A student could go to a local water source, for example, a lake or river and clean up a particular section. Samples of water in the affected area could be taken. The student could then learn about the various tests and examples of water pollution. The student could also examine the local history of waterways. The water could be tested and the findings communicated to the local council or sent to a local newspaper. • A group of students, with community assistance, could design and create an eco-friendly garden. As part of the activity, students would learn about ecosystems. Any fruit or vegetables grown could be used in the school canteen or donated to community organizations.

• Students may find, in consultation with the local health authorities, that there is a need to raise awareness among members of the community of important health issues. The students could then study the background to specific health problems, for example, diabetes types 1 and 2, and then a public awareness campaign could be devised around different sectors of the community. • Students become aware of a sharp fall in the numbers of “endangered species” in their local area. Students develop valuable research skills while learning about the biological and physiological make-up of different species. The students then develop a plan to provide a suitable habitat and enhance population growth. A plan is then devised to communicate the project to the local community. • After discussions with local community representatives, the need to develop a website to increase awareness of the local museum is identified. This website might include the museum’s logo, general information, a map, photos, a newsletter, gift shop information and a virtual tour of the museum. Students would develop the site, and in so doing would improve their web design skills. • A community-funded youth development programme requires an activities leader to help design and implement a new initiative that engages and empowers adolescents in the local area. The student who chose to take on this role would learn about adolescent behavioural problems while developing a variety of skills in areas such as conflict resolution, leadership and team building. • Students may wish to add an international dimension to their community and service experience. A number of international organizations (for example, Amnesty International and relevant branches of the United Nations), non-governmental organizations (for example, Médecins Sans Frontières and World Vision) and registered charities (for example, Book Aid International, Theatre versus Oppression and The Memory Project) are available to assist.

Information in this handout was taken or adapted from the IBCP Core Guide (2012).

Reflective Project

The reflective project is an in-depth body of work produced over an extended period of time and submitted during the senior year. It is a project of the student’s own choosing and should reflect his or her experience of the IBCP. The reflective project should draw together the elements of their career-related studies, community and service and approaches to learning class. Students need to identify an issue of interest that they would like to explore in greater depth that comes from their career-related studies. Students identify an ethical dilemma associated with the issue and then undertake research on the ethical dilemma, including consultation with the local community. Students will use the thinking skills and communication skills developed in their approaches to learning course by looking at both sides of an issue and then developing a well-reasoned argument based on appropriate supporting evidence. The student will engage in personal research under the guidance of a supervisor (a teacher in the school).

Steps to completing the Reflective Project:1. Under the guidance of their supervisor, students will identify an issue of interest to them

related to their career studies that offers some type of ethical dilemma. It is not the issue itself that is important but rather the ethical dilemma that is the focus of the reflective project. Students will fill out the IBCP Reflective Project Plan form.

2. The student must then research their issue by: Defining the purpose and objectives of the research, and developing the research

question Conducting a literature review Designing appropriate data collection methods and analyzing the data – it is

important that the student research the issue taking into account different and opposing viewpoints

Presenting the research findings3. The student will then evaluate the differing viewpoints and then present his or her own

point of view based on a reasoned argument.4. The reflective project will include references, citations, and a bibliography.

Formal Requirements of the Reflective ProjectWhile most students will choose to write a formal essay, other possible formats for the project could be a website or web page, a PowerPoint® presentation, a dialogue, a short play, a short film, a storyboard or a series of photographs.

Format Maximum Length

Essay/dialogue/short play 3,000 wordsShort Film 10 minutes in length accompanied by a 750-

word written reportRadio play/interview 10 minutes in length accompanied by a

1,500-word written reportWeb page 5 single images accompanied by 2,500 words

of written materialMicrosoft PowerPoint presentation 10 single slides accompanied by a 1,500-

word written reportStoryboard/photographic presentation 15 single images accompanied by a 1,500-

word written report

The reflective project will be graded by their supervisor using assessment criteria determined by the IB. The scores will be reported to the IB and samples sent in for moderation.

Examples of Reflective Project Topics:• Local authorities banning the use of jet skis on all waterways • The growth of file-sharing networks to share copyrighted music • Police tactics used during civil protests or demonstrations • Government support for increased production of genetically modified (GM) food crops • The decriminalization of assisted suicides for the terminally ill • Hotels that prefer to employ young people from other countries

Student Responsibilities:• choose an issue with an ethical dimension that is related to his or her complementary career- related studies • consult with the supervisor regarding the issue chosen • meet deadlines • address the assessment criteria • acknowledge all sources of information and ideas in an approved academic manner• start thinking about the issue at the beginning of the course • plan how, when and where they will find material for their project • plan a schedule for researching and producing the project, including time for delays and unforeseen problems • record sources as the research progresses (rather than trying to reconstruct a list at the end) • have a clear structure in mind for the project before beginning to write • check and proofread the final version carefully • ensure that all basic requirements are met.

Ethical guidelines for the reflective project The following guidelines apply to research methods in the reflective project. • Any research that creates anxiety, stress, pain or discomfort for participants is not permitted. • Any research that involves unjustified deception, involuntary participation or invasion of privacy, including inappropriate use of information technology (IT), email and the internet, is prohibited. • All participants in research activities must be informed before commencing the research that they have the right to withdraw at any time. Pressure must not be placed on any individual participant to continue with the investigation beyond this point. • Each participant must be informed of the aims and objectives of the research and must be shown the results of the research. • Research involving children needs the written consent of parent(s) or guardian(s). Students must ensure that parents are fully informed about the implications for children who take part in such research. Where research is conducted with children in a school setting, the written consent of the teachers concerned must also be obtained. • Participants must be debriefed and given the right to withdraw their own personal data and responses. Anonymity for each participant must be guaranteed. • When working on the reflective project students must exercise the greatest sensitivity to local and international cultures. • When working on the reflective project students must avoid conducting research with any adult who is not in a fit state of mind and cannot respond freely and independently. • If any participant shows stress and/or pain at any stage of the research, the research must finish immediately, and the participant must be allowed to withdraw. • All data collected must be kept in a confidential and responsible manner and not divulged to any other person. • Research that is conducted online, using electronic and internet sources, is subject to the same guidelines. Any data collected online must be deleted once the research is complete. Such data must not be used for any purpose other than the conduct of the research.

Information in this handout was taken or adapted from the IBCP Core Guide (2012) and the Reflective Project Guide (2016).

Assessment criteria

Criterion A: Focus and Method This criterion assesses the student’s ability to select and explore an ethical dilemma embedded in an issue, which is contextualized in light of their career-related study, through careful formulation of a focused and systematic research question. It also assesses the student’s ability to select and apply appropriate research methods and collect and select relevant information from a variety of sources, showing an understanding of bias and validity.

Achievement Level

Descriptor

0 The work does not reach the standard of the descriptor below. 1-2 The research question identifies an ethical dilemma related to the

career-related study. There is evidence of planning and acknowledgement of bias and

validity.3-4 There is an identification of an issue linked to the career-related study

and an arising ethical dilemma. The research question is clearly stated and the focus on it is generally sustained throughout the project.

There is evidence of a planned approach and the determination and collection of largely appropriate sources/data/information. There is evidence of understanding of potential bias and validity.

5-6 Clear identification of an issue linked to the career-related study, and the arising ethical dilemma. The relevance of the study is clear. The research question is clearly stated and sharp focus on it is sustained throughout the project.

There is evidence of excellent planning of research, and the determination and collection of appropriate and varied sources. There is evidence of understanding of potential bias and source validity and measures have been taken to limit bias through source selection.

Criterion B: Knowledge and Understanding in ContextThis criterion assesses the way in which the student evidences an understanding of the issue and the ability to contextualize the ethical dilemma in light of the wider issue, and through a local or global example of the issue and dilemma. It assesses also the ability to analyse different perspectives, showing an awareness and understanding of the impact of the dilemma on a global or local community, appreciating also the cultural influences and perception of the ethical dilemma.

Achievement Level

Descriptor

0 The work does not reach the standard of the descriptor below.1-3 The central ethical dilemma is identified and the student shows an

awareness of its context(s), although this is largely implicit. Overall, the project demonstrates basic knowledge and understanding of the ethical dilemma, generally dominated by one view.

There is evidence of an awareness of the relevance of the chosen dilemma to community members, which is only partially integrated into the overall inquiry.

Some awareness of how cultural perspectives can influence the ethical dilemma is demonstrated, although this is likely to be largely implicit.

4-6 The central ethical dilemma is described from more than one perspective. Overall, the project demonstrates clear and consistent knowledge and understanding of the ethical dilemma and its context(s).

There is evidence of a relevant and sustained understanding of the impact of the ethical dilemma on community members.

Understanding of how cultural perspectives can influence the ethical dilemma is demonstrated and supported, where appropriate, with relevant examples.

7-9 The central ethical dilemma is analysed from different perspectives, which are evaluated in a balanced way. Overall, the work demonstrates a considered and developed knowledge and understanding of the ethical dilemma with a clear sense of scope and context(s).

The use of a local or global example to contextualize the ethical dilemma is effective and well integrated.

The impact of the ethical dilemma on community members is analysed and forms an integral part of the inquiry.

Analysis of how cultural perspectives can influence the ethical dilemma is developed and integrated into the ideas presented.

Criterion C: Critical ThinkingThis criterion assesses the student’s logical reasoning and evaluation of the issue, the ability to interpret, analyse and evaluate material, and the student’s ability to synthesize and make connections, linking ideas and evidence and weighing them up as necessary. It assesses also the student’s reasoning processes and the ability to present a coherent and sustained argument and personal voice. Finally, it assesses the appropriateness of findings and opinions related back to the research question.

Achievement Level

Descriptor

0 The work does not reach the standard of the descriptor below.1-4 A basic argument is presented. Evidence is presented.

The student presents straightforward conclusions, although these are asserted without drawing on any arguments or evidence provided.

Some simple ideas are connected and supported with evidence, although this may not e consistent throughout the project.

5-8 An argument is presented with a viewpoint maintained throughout. Partial use of evidence is made to develop the argument. The student is able to reason and demonstrates an understanding of cause and effect.

Conclusions made are logical, drawing on the arguments and evidence presented.

Ideas are supported by relevant evidence from different sources to develop an overall argument.

9-12 The argument presents a considered and convincing discussion of the issue and the associated ethical dilemma, interpreting and applying evidence to draw considered inferences.

Conclusions made are perceptive and concise, drawing consistently on the arguments and evidence presented

Connections made between ideas are insightful, sustained and coherent and developed by a range of well-chosen evidence.

Criterion D: CommunicationThis criterion assesses the way in which the student presents a structured and coherent project through their communication style, using appropriate terminology accurately and consistently, assisting to convey ideas and concepts clearly.

Achievement Level

Descriptor

0 The work does not reach the standard of the descriptor below.1 There is a straightforward structure to the project as a whole, with similar

material grouped together in a logical manner.2 Communication is generally clear and structured appropriately, with

consistent use of appropriate terminology.3 Communication is coherent and structured in a way that supports the

understanding of the student’s ideas and arguments, with effective use of appropriate terminology to support and develop ideas..

Criterion E: Engagement and reflectionThis criterion assesses how the student has engaged in discussions with their supervisor in the planning and progress of their research; the student’s ability to reflect on and refine the research process, and react to insights gained through the exploration of their research question; and how well the student has been able to evaluate decisions made throughout the research process and suggest improvements to their own working practices.

This criterion also assesses engagement with the focus of the research through an insight into the student’s thinking, their intellectual initiative, and their creativity through reflections on the thought and research process. Finally, through reflections on the process, it assesses the extent to which the student voice is present rather than only that of the supervisor and academics.

Achievement Level

Descriptor

0 The work does not reach the standard of the descriptor below.1-2 There is evidence of student reflection but this is mostly descriptive.

Reflections given on decision-making and planning are procedural. These reflections communicate a limited degree of personal engagement with

the subject and/or the process of research.3-4 There is evidence that student reflection is analytical.

Reflections given on decision-making and planning include reference to conceptual understanding and skill development.

These reflections communicate a moderate degree of personal engagement with the subject and process of research, demonstrating some intellectual initiative and/or creativity.

5-6 There is evidence that student reflection is evaluative. Reflections given on decision-making and planning include reference to the

student’s capacity to consider actions and ideas in response to setbacks experienced in the research process.

These reflections communicate a high degree of intellectual and personal engagement with the subject and process of research, demonstrating authenticity, intellectual initiative and/or creativity in the student voice.

Language PortfolioAll students in the CP program are required to progress and improvement in their language proficiency in a target language other than their best/mother tongue language. You will complete this requirement by taking a foreign language course. As evidence for your progress in your foreign language, you will be completing a language portfolio. You will complete tasks and forms that will document your progress in your foreign language and these will be placed in a binder that will become your language portfolio. You will complete your language portfolio with the assistance of your foreign language teacher by the conclusion of your foreign language course of study.

Reflective Project/Service Learning Student Timeline

Junior YearSeptember

Meet with Advisor and begin brainstorming possible service learning activities

Meeting date _____________________

Set date for first formal reflection session Write your service learning plan and review Brainstorm and write potential research questions for Reflective Project Meet with your advisor to go over service learning plan and discuss potential Reflective Project topics

Meeting date _____________________

October/November Meet with advisor and finalize reflective project question Update advisor on progress of service learning activities

Meeting date _____________________

January Meet with advisor – submit the following for Reflective Project:

o List of resources Turn in service learning notebook to check progress

Meeting date _____________________

March Meet with advisor

o Notebook checko Discuss progress on reflective project

Meeting date _____________________

May Meet with advisor

o Notebook checko Discuss progress on reflective project

Meeting date _____________________

Summer between Junior and Senior year Continue service learning activities Continue working on reflective project Contact advisor as needed via email

Senior YearAugust

Meet with advisoro Notebook checko Discuss progress on reflective projecto You should be writing your reflective projecto Set date for second formal reflection session

Meeting date _____________________

September/October Meet with advisor

o Notebook checko Discuss progress on reflective projecto Reflective Project Rough Draft due to advisor beginning of September

Meeting date _____________________

November 1st Final version of Reflective Project due the first Friday of November

November/December meet with advisor – notebook check meet with advisor for final formal reflection session for reflective projects

February Meet with advisor for notebook check

March/April IB CP Reflective/Project/Service Learning Notebook due the week before spring break

IBCP Reflective Project/Service Learning Portfolio (Notebook):

Your portfolio (notebook) should contain the following sections:1. Self-evaluation2. IBCP Service Learning Plan3. IBCP Reflective Project Plan4. Evidence for Service Learning5. Weekly journals6. Overall IBCP experience reflection

* you should be discussing how you are meeting the 8 learning outcomes in both your weekly journals and your overall reflection

Important Dates to Remember: Your Reflective Project Draft is due to your advisor the beginning of September

your senior year Your Final Reflective Project is due to your advisor the first week of November

your senior year Your IBCP Reflective Project/Service Learning Portfolio (Notebook) is due to your

advisor the week before we leave for spring break your senior year

IBCP Service Learning PlanNAME:

Step 1: a) Brainstorm possible ideas for Service Learning Activity:

b) Describe the purpose and aims of your Service Learning:

c) What IBCP Learning Outcomes will you address with your Service Learning?

d) List the people who will be involved in your Service Learning. What role will each person play?

e) Timeline (List the dates by which time you will COMPLETE each of the following):

Research possible Service Learning Activities:________________________

Select a Service Learning Activity: ___________________________

Meet with IBCP advisor to finalize selection of Service Learning Activity: ______________________

Choose “checkpoint” dates in your timeline when you will review and check your progress with help from your advisor: Junior Year:

October:

November:

January:

March:

May:

Senior Year:

September/October:

November/December:

January/February:

March/ April:

Step 2: a) What is the name of the organization where you will volunteer? Who is your community partner (name of the person you will work with at the organization)? List the person’s name and contact information:

Step 3: Completing your Service Learning Plan

a) What evidence will you submit to show that you have completed your Service Learning requirement?

b) Date by which you will write and submit an overall reflection of your Service Learning experience:

IBCP Reflective Project Plan NAME:Step 1: Brainstorm possible topics for your Reflective Project:

Brainstorm possible formats for your Reflective Project:

Step 2: Establish a Timeline for completion of your Reflective Project (List the dates by which time you will COMPLETE each of the following):

Research possible Reflective Project Topics:________________________

Select a Reflective Project Topic: ___________________________

Meet with IBCP advisor to finalize selection of Reflective Project Topic: ______________________

Meet with IBCP advisor to finalize the format of your Reflective Project Topic: ____________________

Choose “checkpoint” dates in your timeline when you will review and check your progress with help from your advisor: Junior Year: Senior Year:

October: September/October (rough draft due):

November: November (final Reflective Project due):

January: December:

March:

May:

Step 3: Issue – Explain what is going to the issue of your project. Remember to tie it to your career-related studies.

Ethical Dilemma – What is the ethical dilemma you will be addressing in your project:

Perspectives – What are the two (or more) sides to this ethical dilemma of the issue that you will be researching?

A:

B:

Others?

Step 4: Describe the format that you are planning to use for your reflective project.

Step 5: List your primary sources. Be sure to include sources for all sides of the ethical dilemma.

Name __________________IBCP – Self Evaluation

Part of the goal of the IBCP core is to help you become a well-rounded person. It is your chance to learn new things, challenge yourself and broaden your horizons. It is an opportunity to see yourself in a new context and begin to shape yourself into the person you want to become in the future. Before you can develop a plan of where you’d like to go, it is helpful to stop and think about where you are right now. The following self-evaluation should help you begin to plan your Reflective Project/Service Learning experience.

1. What do you feel is your greatest accomplishment? How has this affected your life?

2. What kinds of things to you really enjoy doing?

3. What are you really good at doing?

4. What kinds of things are difficult for you?

5. Name a person you admire right now. What qualities does this person have that you would like to develop in yourself?

6. Describe the kind of person you would like to become after high school.

7. What community/national/global issues concern you the most?

8. Do you have family members or family friends that are engaged in the biomedical field that might be able to help you find challenging service opportunities?

9. You identified some of your strengths and weaknesses earlier in this survey. What ideas

do you have about activities in which you can engage that will be a challenge and extend you beyond your comfort zone?

10. What challenges might you encounter in completing your Community and Service/Reflective Project experience?

11. While the majority of your community and service activities should relate to your career-related studies, you do have the flexibility to be involved in other service activities. Are there any other areas where you might like to volunteer?