for further information, please contact:columbiahspd.weebly.com/uploads/1/3/3/0/13302569/... ·...

International Baccalaureate

Middle Years Programme

Personal Project Handbook

2015 – 2016

Columbia High

School

HuntsvilleCity

Schools

Act as if what you do makes a difference. It does. ~~William James

Table of ContentsWelcome to the Personal Project!.......................................................................................1Personal Project at a Glance...............................................................................................2Personal Project Timeline....................................................................................................3Personal Project Up CloseObjectives of the Personal Project......................................................................................3

Objective A: Investigating..............................................................................................4Objective B: Planning....................................................................................................8Objective C: Taking action...........................................................................................10Objective D: Reflecting................................................................................................11

MYP Project Roles of CHS Faculty & Staff ......................................................................12Your report.........................................................................................................................14Presentation and Exhibition...............................................................................................15Personal Project Timeline..................................................................................................16Personal Project Assessment............................................................................................17

Appendices:MYP Personal Project Academic Honesty Form...............................................................24The Learner Profile............................................................................................................25The Oral Presentation.......................................................................................................26Glossary of terms and command terms............................................................................30Report checklists (all forms)..............................................................................................31Exhibition placard..............................................................................................................33Investigating Activities...........................................................................................................Planning Activities.................................................................................................................Taking Action Activities..........................................................................................................Reflecting Activities...............................................................................................................

For further information, please contact:

Paula Wilkinson, MYP Personal Project [email protected]

Megan Cobbs, IB [email protected]

Clifford Porter, Columbia High School [email protected]

Sources for contents of this handbook:IB MYP Projects Guide (for use from September 2014/January 2015)

mailto:[email protected]



Welcome to the IB MYP Personal Project!

The aims of the MYP projects are to encourage and enable students to do the following:

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

generate creative new insights and develop deeper understanding 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

This handbook is your guide as you work through your IB MYP Personal Project. In it, you will find timelines, checklists, explanations, and various

tips to help you succeed. Read it. It will help.

In all of our actions, we must seek to be living examples of

the change we wish to see in the world. By walking the path, we make the path

visible.

~~Phil Lane Jr.

We must become the change we want to see in the world.

~~ Mathatma Ghandi

It is only when people begin to shake loose from their preconceptions, from the ideas that have dominated them that we begin to receive a sense of opening, a sense of vision...That is the sort of time we live in now. We...live in an epoch in which the solid ground of our preconceived ideas shakes daily under our uncertain feet.

~~Barbara Ward

Personal Project at a Glance

2015-2016 School Year Personal Project

What will I be required to do in this project?

1. Record the process you go through as you complete your project.

2. Create a product.

3. Achieve a measurable outcome because of the product you create.

4. Complete a report.Choice of:

Written report (1500-3500 word paper) Electronic report (1500-3500 word website, blog, etc) Oral report (13-15 minute podcast/recording) Visual report (13-15 minute video)

5. Exhibit your project for the school community.

What’s the difference between the product, process, project, and

presentation? Product = physical creation by the student

Process = the investigation + the planning + the creation + the reflection; all of these are recorded in the report

Project = product + record of process to create the product + the report

Presentation = product + key information/artifacts from the report + visuals (pictures of student in action, graphs/charts to illustrate successfulness of outcome, etc.)

Who will help me with my project?YOUR SUPERVISORYou will be assigned a supervisor to support you in the focus, organization, and development of your project. Your supervisor will be a CHS staff member who may or may not be an expert on your topic. His or her job is to listen to your explanations of your process of inquiry and project development and to support you in keeping on track, but not to contribute to your body of work.

You must communicate on ManageBac and take responsibility for meeting with your supervisor on a regular basis in order to make sure you complete the various stages of the project according to the deadlines that have been set. What you discuss at these meetings

TimelineMonday Lang & Lit Class Activity Monthly Things To DoAug 10th Investigating Activity #1 Email/contact your MYP Personal Project

supervisor to introduce yourself and your project Meet with your MYP Personal Project supervisor Research your community needs. How can you

improve your community in just a few months?

Aug 17th Investigating Activity #2Aug 24th Investigating Activity #3Aug 31st Investigating Activity #4

Sept 9th Labor Day Holiday – no school Finalize the specifics of how you will help your community. (Must be a measurable improvement!)

Meet with your MYP Personal Project supervisor Research! Research! Research! Choose the research that best fits your project

and that can help you make your project a success. *\ /*

Sept 14th Investigating Activity #5

Sept 21st Plan the Investigating Section of the Report

Sept 28th Investigating Section of the Report DUE

Oct 12th Planning Activity #1 Decide what your product will look like. Decide how you will measure its effectiveness in

meeting the needs of your community. Decide how you will actually create the product by

Nov 30th. Meet with your MYP Personal Project supervisor

Oct 19th Planning Activity #2


Nov 2nd Planning Activity #4 Make your product. Remember that it must help

your community, must have a way to measure its success, and must be completed by Nov 30th!

Meet with your MYP Personal Project supervisor

Nov 9th Plan the Planning Section of the ReportNov 16th Planning Section of the Report DUENov 23rd Thanksgiving BreakNov 30th Taking Action Activity #1 & #2Dec 7th Taking Action Activity #3 & #4 Meet with your MYP Personal Project supervisor

Make improvements to your product.Dec 14th Semester Exam Week BeginsJan 11th Taking Action Activity #5 Meet with other 10th graders to compare, discuss,

and improve your product. Meet with your MYP Personal Project supervisor

Jan 18th Martin Luther King Jr. Day – no schoolJan 26th Taking Action Activity #6Feb 1st Plan the Taking Action Section of the Report

Read over each of your revised sections of the report, and assess them based on the rubrics.

Meet with your MYP Personal Project supervisor.

Feb 8th Taking Action Section of the Report DUEFeb 15th Reflection Activity #1 & #2Feb 22nd Reflection Activity #3 & #4Feb 29th Plan the Reflection Section of the ReportMar 7th Reflection Section of the Report DUE Read over each of your revised sections of the

report, and assess them based on the rubrics. Meet with your MYP Personal Project supervisor.

Mar 14th Revise ALL sections of your reportMar 21st Spring BreakMar 28th Final Draft of the Report DUE in ManageBac!Apr 11th MYP Personal Project Exhibition

Congratulations! You have completed your MYP Personal Project!Personal Project Up Close

The Objectives of the Personal Project

Objective A: Investigating

1. Define a clear goal and global context for the project, based on personal interests

2. Identify prior learning and subject specific knowledge relevant to the project

3. Demonstrate research skills

Objective B: Planning

1. Develop criteria for the product/outcome

2. Plan and record the development process of the project

3. Demonstrate self-management skills

Objective C: Taking Action

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

2. Demonstrate thinking skills

3. Demonstrate communication and social skills

Objective D: Reflecting

1. Evaluate the quality of the product/outcome against your criteria

2. Reflect on how completing the project has extended your knowledge and

understanding of the topic and the global context

3. Reflect on your development of ATL skills and as an IB learner through the project

Requirements of each objective A. Investigating – Section Draft due 09/28/15

1. Your project must be guided by a personal connection to your goal. It should reflect a topic that: has meaning to you and you would like to learn more about allows you to express a truly personal message you can feel committed to over an extended period of time

2. Your project must be defined by a clear and challenging goal.

Clear: Your goal statement needs to reflect a succinct and obviously understandable purpose. (It does not mention your product or outcome.)

Challenging: You need to be able to accomplish your goal, but it needs to challenge your existing knowledge and skills. Your project needs to require research, time and considerable effort on your part.o Research: you will need to access valid sources to learn about the topic(s) and how to

achieve your goal. (online, books, people)o Time: You are expected to spend approximately 25-35 hours over 8 months

developing your project, including investigating, planning, taking action, and reflecting. (To put this in perspective, you should work on your project for approximately 1-2 hours weekly until the project is due on April 11, 2016. With planning and time management, you will have time to enjoy your learning, creation, and reflection process!)

o Effort: Your goal is not challenging enough if you could accomplish your goal -- -without researching sources other than yourself-without spending approximately 25-35 focused hours spread over 8 months

3. Your project must be defined and guided by ONE relevant global context. The global context you choose will give a specific focus to your project and will help you decide what actions to take in order to produce a specific product or outcome.

Objective A1: define a clear and challenging goal, and a clear global context for the project, based on personal interests

Investigating Activity 3 will help you identify which global context best suits your project goal.

Investigating Activity 1 will help you identify your personal interests, identify the communities to which you belong, and the needs of those community.

Investigating Activity 2 will help you create a clear and challenging goal that is realistic, achievable in the 4-month time frame, and focused on a need of your community.

The global contexts to consider are –

Global contextIdentities and relationships Who am I Who are we?

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

Orientation in space and time

What is the meaning of where and when?

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

Personal and cultural expression

What is the nature and purpose of creative expression?

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

Scientific andtechnical innovation How do we understand the world in which we live?

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.

Globalization and sustainability How is everything connected?

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 world-interconnectedness; the impact of decision-making on humankind and

the environment

Fairness and development What are the consequences of our common humanity?

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

Think about what you’ve learned in your current and past school courses. How might this knowledge, understanding, and skills be a starting place for the learning you will do in your IB MYP Personal Project? You will need to identify how your prior learning and/or knowledge acquired in one or more subject areas adds to your understanding and completion of your project.

Here are some ideas for inquiries which might stem from each of the 8 subject areas in MYP:Subject Possible opportunities for further learning

Arts

Inspiration from arts might include inquiries into:• beneficial effects of arts on the human condition• designing and leading arts workshops• writing or directing a production, musical piece, etc.

Design

Inspiration from design might include inquiries into:• important personal, community or global issues, problems and solutions• the development of sustainable solutions to everyday problems• improving school, local community or wider world through development of new

technologies

Individuals & Societies

Inspiration from individuals and societies might include inquiries into:• entrepreneurship, business and economic issues• propaganda, persuasion and the impact of contemporary social and mass media• stereotypes, identity, values and cultural adaptation• local and global challenges in human and natural geography• the historical development and impact of a significant person, group, technology, or idea

Language Acquisition

Language acquisition might include inquiries into:• strategies for learning a new language for various age groups• cultural meanings of language use• comparative literature, film, art or other form of expression

Language & Literature

Language and literature might include inquiries into:• the use of rhetoric, multi-media, or various forms of writing to inspire/persuade a

community• language as a tool for education and community, cultural or self- awareness• language as a form of entertainment and expression

Mathematics

Inspiration from mathematics might include inquiries into:• the statistical analysis of a local or global sustainability issue• the mathematical analysis of athletic performance by a team or individual• developing networking solutions for transport routes to and from school

Physical & Health

Education

Inspiration from physical and health education might include inquiries into:• sports or recreational activities, organizations or facilities• important personal, community or global health issues• goals for increased well-being or performance

Sciences

Inspiration from sciences might include inquiries into:• scientific principles and natural phenomena of personal interest• applications of science to solve practical problems• individual, community or global challenges that require scientific

understanding• the impact of scientific developments and innovations

Objective A2: identify prior learning and subject specific knowledge relevant to the project

Investigating Activity 4 will help you identify prior learning and subject specific knowledge that is relevant to your project.

Effective research is dependent upon asking carefully crafted questions. In the MYP, these questions are broken down into three categories:

Factual – Questions about knowledge/facts and skills. (often “google-able).Conceptual – Open-ended questions which ask about the relationship between big ideas.Debatable – Questions that involve forming an opinion, the answers to which could

be debated from different perspectives.Evidence of your research skills will be in your actions, your communications with your supervisor, in your written activities, and in your final report. Below is a list of Resource Skills. Keep this list handy! You can use it to guide your self-assessment over the course of the whole project.

Resource Skills List Select relevant and reliable information from a range of sources. The number and type of

resources will vary depending upon the nature of your project; however, to reach the highest levels of achievement through investigating, you must select a range of sources and a variety of source types.oRelevant: Information that is strongly connected to your goal, community, and interests.oReliable: Evaluate information sources. Source reliability factors include the credibility,

currency, accuracy, relevance, intended audience and objectivity of the source.oRange and variety of sources: Available sources may include your prior knowledge**, as well

as primary and secondary sources such as: subject-area content, significant people, survey data, published media, internet resources (providing a variety of resources), video or audio recordings, and images.

**Although you may include your prior knowledge as a source, prior knowledge alone does not provide sufficient depth or breadth of inquiry for the project.

Employ effective note-taking formats. Paraphrase and summarize information from primary and secondary sources. Understand, interpret and analyse information. Make connections between a variety of resources. Reference and cite sources when appropriate. Construct a bibliography according to MLA conventions.You will select sources while you are conducting the initial research for your project. Research and evaluation of sources will continue throughout the process of completing the project. You should record information collected from these sources in your Process Journal, along with citations and notes about how you might use the information.

B. Planning – Section Draft Due 11/16/15Over the course of doing research during the investigation portion of this project, you may have

Objective A3: demonstrate research skills

For information on citing your sources, see https://owl.english.purdue.edu and click on MLA 2009 Formatting and Style guide. Also review the Avoiding Plagiarism section.

Investigating Activity 5 will help you record your sources from your research, create your in-text citations, and construct your Works Cited page.

thought about a variety of products or outcomes that would best help you meet your project goal(s). Now it’s time to choose!

Criteria Tips Be Realistic! You must define realistic criteria to measure the quality of your project’s final product

or outcome. Working with your supervisor, you will decide what constitutes a high-quality product or outcome.

Wait! It is best to define the criteria after you have spent some time researching the goal and you have a clear understanding of what you want to achieve.

Graphic Organizers Work! Some appropriate tools for setting standards and assessing quality include checklists, charts or rubrics. Use your understanding of “specifications” from your Design class to guide your development of criteria.

Use Criteria Consistently! You need to document the criteria in your Process Journal and use them to develop and assess your final outcome or product. Often, students find themselves struggling at the last minute because they forgot to use their criteria to guide their project development. Check in with your criteria on a regular basis.

Plan: You will need to create a timeline/ action plan for completing your project. This can be uploaded to ManageBac and/or you can use the “To do” feature on your project page in ManageBac.

Record: You will need to document the development process in your Process Journal.Process Journal

The “Process Journal” is a generic term referring to the record of progress that you will maintain throughout the project. The Process Journal documents your growth and learning. It serves two purposes: a tool for you and evidence for your supervisor (and the IB if your project is selected to be moderated).

All of the activities completed in your Language and Literature class as well as your meeting notes, personal writings/reflections throughout the process, drawings/illustrations, etc.

It can be in written or video format, or a combination of the two. You will need to upload your entries to ManageBac on a regular basis (video or text). You may also choose to upload photos and/or video of your product or outcome over each

stage of its development. Remember that you will need to select 10 extracts from your process journal to attach

as appendices to your report. You should select extracts that clearly provide evidence of how you have addressed each of the project objectives. An extract may include:

- reflections/class writings- diagrams, charts, & lists

Objective B1: develop criteria for the product/outcomeDefinition: Criteria (specifications) are detailed descriptions of the conditions, requirements and restrictions with which your product or outcome must comply. This is a precise and accurate list of facts (such as conditions, dimensions, materials, process and methods) that your product or outcome must comply with in order to be considered a success.

Objective B2: plan and record the development process of the project

Planning Activity 1 will help you develop criteria for your product as well as criteria to measure the success of your project.

Planning Activity 2 will help you develop a plan for the development process.

- short paragraphs and notes- timelines/action plans- annotated illustrations & research- artifacts from inspirational visits to museums, galleries, etc.- pictures, photographs, sketches- up to 30 seconds of video material- screenshots of a blog or website- self and peer assessment feedback (surveys, for example)

IS IS NOT Brainstorming: your initial ideas about a goal, global context, and

ayour personal interests and troubleshooting along the way. Prior Knowledge: your thinking about how what you know and have

learned/are learning in your classes impacts your project New Ideas: how your ideas change over the course of the project. Notes and Lists: your interactions with sources

- (research, teachers, supervisors, mentors)- useful information you find- quotes, pictures, bright ideas, etc.

Reminders: your planning ideas and each step along the way.- be sure to include your thoughts about any adjustments or

changes you need to make in your plan Reflections: questions, confusions, frustrations that arise; what you

are learning and how your thinking changes over the course of the project; your growth and challenges in the ATL skills (self- management, social, research, thinking, and communication) and Learner Profile attributes

Evaluations: critical evaluation of your work as you complete it; thoughts about the criteria you defined at the outset and any adjustments you had to make.

Evidence: Your supervisor will be reading/viewing your process journal to gauge your progress and will provide feedback.

• Daily Entries: You do not need to make daily entries (unless this is useful you).

• Made-Up: Do not make-up entries or, at the end, try to add entries based on what you remember you did or thought.

• A Diary: Do not include detailed descriptions of every little thing you did; Do not include unrelated stories about your life (Ex. “I was really tired today, so I slept in and then went to the mall. I really need to get going on my project!”)

There are three categories of Approaches to Learning self-management skills that students work towards developing in the MYP. The evidence of these skills will be in your actions. You will demonstrate your self-awareness about your own progress in these skills in your Process Journal. Keep this list handy so that you can reflect on and record your self- assessment of these skills over the course of the whole project.

Self-Management Skills Organization skills:

o Create and follow a plan to complete your projecto Meet due dateso Make and keep appointments with your supervisoro Use an organized system for keeping track of your research

Objective B3: demonstrate Approaches to Learning (ATL) self-management skills

What is the Process Journal?

Planning Activity 3 will help you develop a record of the development process.

Affective skills:o Mindfulness: practice focus and concentrationo Perseverance: demonstrate sustained persistenceo Emotional management: practice strategies to reduce stresso Self-motivation: practice strategies to push forward and renew your engagement with your projecto Resilience: practice taking responsibility for your actions and making changes to your behavior

when needed; practice adapting to change Reflection skills:

o Identify your strengths and weaknesses in learning strategieso Develop new skills, techniques, and strategies for effective learningo Regularly record reflections about your learning and action process

C. Taking Action – Section Draft Due 02/08/16

You and your supervisor will assess your achievement of Objective C1 by evaluating your product or outcome in terms of how well it --

achieves your goal uses the chosen global context to focus your inquiries meets your criteria (specifications)

There are three categories of Approaches to Learning (ATL) thinking skills in the MYP. The IB MYP Personal Project is your opportunity to demonstrate your progress in these skills through your actions, your communications with your supervisor, your Process Journal, and your report. Keep this list handy so that you can reflect on and record your self-assessment of these skills over the course of the project.

Thinking Skills Critical thinking

o Identify problems and develop goals and objectives

Objective C1: create a product/outcome in response to the goal, global context, and criteria

Objective C2: demonstrate thinking skills

Planning Activity 4 will help you analyze your success with each of the Approaches to Learning (ATL) specific skills listed above in the 3 types of self-management skills.

Taking Action Activity 1 will help you analyse how well your product/outcome responds to the goal, global context, and criteria

Taking Action Activity 2 will help you analyse how well your product meets your criteria (specifications) and if you should make any changes or maybe even create a new product that might be more successful.

Taking Action Activity 3 will help you analyse how well your outcome responds to the needs of the community

Taking Action Activity 4 will help you describe your product, your evaluation process for determining the success of your project, and any changes you made during this process.

o Consider ideas from multiple perspectiveso Identify obstacles and challenges to the solution of problemso Make logical, reasoned judgments supported by evidence

Creative thinkingo Consider multiple alternatives, including the unlikely or the impossibleo Apply existing knowledge to generate new ideas, products or processes.o Create novel solutions to authentic problems.

Transfer thinkingo Make connections between understanding and skills across subjects to create products or

solutions

The two final ATL skills you will need to demonstrate in the MYP Personal Project are communication and social skills. The evidence of these skills will be in your actions, your communications with your supervisor, in your Process Journal, and in your report. Keep this list handy so that you can reflect on and record your self-assessment of these skills over the course of the whole project.Communication and Social Skills Communication skills:

o Oral communication: practice effective listening and speaking skillso Written communication: practice effective reading and writing skillso Visual communication: practice effective viewing and visual presentation skills

Social/Collaboration skills:o Listen actively to your supervisor and mentors (if applicable)o Seek help and ask questions when neededo If your product or outcome will necessitate working with a team, practice effective listening,

conflict management, group decision-making, and teaming skills

D. Reflecting – Section Draft Due 03/07/16Reflection is a highly important component of learning in the MYP. You will demonstrate your achievement in this criterion in your Process Journal and in your final report.

This objective will assess how deeply and thoroughly you evaluate your product or outcome.

Objective C3: demonstrate Approaches to Learning communication and social skills

Objective D1: evaluate the quality of the product/outcome against your criteria

Definition: To evaluate is to make an appraisal by weighing up the strengths and limitations.

Taking Action Activity 5 will help you analyze your success with each of the specific Approaches to Learning (ATL) skills listed above in the 3 types of thinking skills.

Taking Action Activity 6 will help you analyze your success with each of the specific skills listed above in communication and social skills.

Reflection Activity 1 will help you reflect on process taken to create your product.

Reflection Activity 2 will help you reflect on the success of your project.

This objective will assess how deeply and thoroughly you reflect on your growth as a learner.

This objective will assess how deeply and thoroughly you reflect on your growth in the ATL skills and Learner Profile attributes.

You are expected to –1. Interact with your supervisor in a positive, respectful manner.2. Utilize ManageBac and email to send and receive messages.3. Take responsibility for contacting your supervisor to set up appointments even if you are behind in your

work. It is your responsibility to make initial contact with your supervisor to set up the first meeting date before the first meeting deadline.

4. Meet with your supervisor for substantial conversations on a regular basis. You must record the content of these meetings on the Personal Project Academic Honesty Form (found on pages 24-45 of this handbook). More meetings are highly encouraged to ensure that you stay on track with your project.

5. Honor all appointments and get in touch with your supervisor in advance when unable to attend a meeting.

6. Arrive at meetings on time with the necessary materials.7. Be prepared to have work evaluated and take notes on plans and ideas discussed.8. Ask for your supervisor’s advice and feedback about the project goal, global context, and your plan and

process for completion.

Your supervisor is expected to –1. Interact with you in a positive, respectful manner.2. Honor all appointments and get in touch with you when unable to attend a meeting.3. Give you feedback on the wording of your goal, your choice of global context, and the planning of your

project.4. Help you think through problems and challenges.5. Review the progress of your work by reviewing your Process Journal.6. Check that you are on track with your plan.7. Collaborate with you to assess your product against the criteria you identified.8. Assess your report draft and give you feedback based on the criteria.9. Assess your final report along with a panel of other teachers.10. Refer major questions, issues, and problems to the Personal Project coordinators.

Objective D2: reflect on how completing the project has extended your knowledge and understanding of the topic and the global context

Objective D3: reflect on your development of ATL skills and as an IB learner through the project

Your role in working with your supervisor

Supervisor’s role in working with you

Reflection Activity 3 will help you reflect on your personal growth in your understanding of the topic, the needs of your community, and the global context.

Reflection Activity 4 will help you reflect on your personal development through Approaches to Learning and as an IB Learner and help you prepare to create your report.

Your supervisor will NOT: 1. Arrange meetings or chase you down if you are avoiding him/her. 2. Interrupt instructional time by meeting with you during the school day; all meetings must occur before/after

school.3. Be able to have unplanned/unscheduled conversations with you about your project.4. Take control of your project or make decisions for you.5. Do research or find information for you.

The MYP Personal Project Coordinator is expected to --1. Communicate with both your supervisor and your Language and Literature teacher regarding your

progress.2. Report lack of progress to the Student Advisory Group (SAG) for one-on-one discussions and parent

communications.3. Communicate with students who appear to be struggling with their projects; this communication might

be digital or face-to-face.

The MYP Personal Project Coordinator will NOT – Meet with you on a regular basis in the place of your supervisor Allow students to interrupt instructional time of their own classes or those classes taught by the MYP

Personal Project Coordinator

All Year 5 Language & Literature teachers are expected to --1. Provide you with necessary resources, documents, and other paperwork needed for this project.2. Dedicate a portion of class weekly for working on activities related to the IB MYP Personal Project.3. Communicate with the MYP Personal Project Coordinator regarding students’ progress, questions,

concerns, etc.

The Year 5 Language & Literature teachers will NOT – Spend excessive time in class focusing on this project Act as supervisors except for those students assigned to them Contact your assigned supervisor for you

SAG members are expected to --1. Communicate with students who appear to be struggling with their projects2. Communicate with the MYP Personal Project Coordinator regarding the concerns of the supervisor,

teacher, parents, etc. of the students3. Document meetings with students and parents, and forward all meeting notes to the MYP Personal

Project Coordinator.4. Motivate/monitor progress of students referred to the SAG.

SAG members will NOT – Act as supervisors or take on any of the responsibilities of the supervisors. Contact your assigned supervisor for you.

MYP Personal Project Coordinator’s role in working with you

Language & Literature teacher’s role in working with you

Student Advisory Group members’ role in working with you

Definition: A report is a spoken or written account of something observed, heard, done or investigated. A report aims to inform, as clearly and succinctly as possible. In the MYP Personal Project report, you need to demonstrate your engagement with your Personal Project by summarizing the experiences, skills, and thoughts recorded in your Process Journal. The report must include evidence for all strands of each objective.

There are four options for the format of your report.1. Written Report 1500-3500 words2. Electronic Report (website, blog, Prezi, etc) 1500-3500 words3. Oral Report (podcast/recording) 13-15 minutes4. Audio-Visual Report (video) 13-15 minutes

All formats need to include a formal structure and concise, thorough explanation of the project. All formats of the final report must include:

Title/Title page

Title of project Student name School name Year Project supervisor Length (Word count/Time: Written word count does not include the title page,

table of contents, bibliography or appendices.)

Body of the report

There are four sections. These match the project objectives. Label these sections:

Investigating Planning Taking action Reflecting

Bibliography Include sources that you cite in your report and sources you accessed for general information about your topic(s).

Hard copies of the following will be required for all formats:

Appendices

Include any supplementary material(s) that support and illustrate your project. This can include pictures, surveys, and survey results.

Include a maximum of 10 extracts that clearly demonstrate how you have addressed each of the project objectives.

Academic Honesty Form

This form can be found in the Appendices. It must be fully completed and signed by you and your supervisor and submitted with your report.

Your Report -- DUE 03/28/16

Specific Requirements for Each Format Written Report

Report structure1500 – 3500 words (not including title page, table of contents, bibliography or appendices)

Formatting

12-point Times New Roman Double-spaced Margins 1 inch Single-sided

Table of contents This needs to be a separate page. It should list the page numbers for each of the four sections of the report, the bibliography and the appendices.

See checklist in Appendices for more details.

Non-written formats:It is important to remember that the same level of formality and completeness that is needed in a written report format is also needed in any form of electronic, oral, or audio-visual report.

Electronic report:This format can take many different forms such as a website, a blog, a Prezi, PowerPoint or other presentation application.(1,500-3,500 words, not including titles, organizational words (sections, etc.), bibliography, or appendices) See checklist in Appendices for more details.

Oral report:This format can also take a variety of 13-15 minute forms such as a podcast, recorded interview

or radio broadcast. See checklist in Appendices for more details.Audio-visual report:This format involves creating a 13-15 minute video. See checklist in Appendices for more details.

Process of report completion:a. After you have completed each section of this process, you will write a rough draft for that

section – Investigating – due September 28th

Planning – due November 9th Taking Action – due February 8th

Reflecting – due March 28th b. When your rough draft is returned to you with comments, suggestions, questions, etc., take the time

then to revise that section of the report.c. Schedule one last meeting with your supervisor in order to review and discuss the revisions you made

to each section of the report. d. Before turning in the completed draft on April 11, 2016, please do the following:

Reread your original drafts and the notes from your teacher and supervisor. Make sure you addressed all those notes in your revision of that section.

Combine all sections with appropriate labeling. Add your title page, works cited page, illustrations, and your 10 extracts. Make sure you have followed the formatting requirements listed above. Perform a self-assessment of your report based on the rubrics provided in this handbook. Turn in your completed report to ManageBac on April 11, 2016.

e. A panel of teachers and administrators will assess the final draft of your report.

The Exhibition is set up much like a science fair during the week of April 11th. Your display should include --

your product and/or video of your outcome your report in a report cover a tri-fold display clearly outlining your:

o project titleo project goal

o Global Contexto research/resources

o artifacts/illustrations/graphso pictures of you in action

The Exhibition – Monday, 04/11/16

Assessment of the MYP Personal Project is criterion-related, based on four equally weighted assessment criteria which align with the project objectives. Please note that the majority of evidence for your grade in the Personal Project will be found in your Process Journal and your report.

Criteria Evidence MaximumA: Investigating Process Journal, Report 8B: Planning Process Journal, Report 8C: Taking action Product/outcome, Process Journal, Report 8D: Reflecting Process Journal, Report 8

Criterion A: Investigating

In the Personal Project, students should: define a clear goal and global context for the project, based on personal interests identify prior learning and subject-specific knowledge relevant to the project demonstrate research skills

Achievement Level Level Descriptor

7-8

The student is able to: define a clear and highly challenging goal and context for the

project, based on personal interests identify prior learning and subject-specific knowledge that is

consistently highly relevant to the project demonstrate excellent research skills

5-6

The student is able to: define a clear and challenging goal and context for the project, based

on personal interests identify prior learning and subject-specific knowledge that is generally

relevant to the project demonstrate substantial research skills

3-4

The student is able to: outline a basic and appropriate goal and context for the project,

based on personal interests identify basic prior learning and subject-specific knowledge that is

relevant to some areas of the project demonstrate adequate research skills

1-2

The student is able to: state a goal and context for the project, based on personal interests,

but this may be limited in depth or accessibility identify prior learning and subject-specific knowledge, but this may be

limited in occurrence or relevance demonstrate limited research skills

0 The student does not achieve a standard described by any of the descriptors above.

Personal Project Assessment

Criterion B: Planning

In the Personal Project, students should:1. develop criteria (specifications) for the product/outcome2. plan and record the development process of the project3. demonstrate self-management skills


7-8

The student is able to: develop rigorous criteria for the product/outcome present a detailed and accurate plan and record of the development

process of the project demonstrate excellent self-management skills

5-6

The student is able to: develop substantial and appropriate criteria for the

product/outcome present a substantial plan and record of the development process of

the project demonstrate substantial self-management skills

3-4

The student is able to: develop adequate criteria for the product/outcome present an adequate plan and record of the development process of

the project demonstrate adequate self-management skills

1-2

The student is able to: develop limited criteria for the product/outcome present a limited or partial plan and record of the process of the

project demonstrate limited self-management skills

0 The student has not reached a standard described by any of the descriptors given above.

Criterion C: Taking Action

In the Personal Project, students should:1. create a product/outcome in response to the goal, global context and criteria2. demonstrate thinking skills3. demonstrate communication and social skills


7-8

The student is able to: create an excellent product/outcome in response to the goal,

global context and criteria demonstrate excellent thinking skills demonstrate excellent communication and social skills

5-6

The student is able to: create a substantial product/outcome in response to the goal,

global context and criteria demonstrate substantial thinking skills demonstrate substantial communication and social skills

3-4

The student is able to: create a basic product/outcome in response to the goal, global

context and criteria demonstrate adequate thinking skills demonstrate adequate communication and social skills

1-2

The student is able to: create a limited product/outcome in response to the goal,

global context and criteria (specifications) demonstrate limited thinking skills demonstrate limited communication and social skills

0 The student has not reached a standard described by any of the descriptors given above.

Criterion D: Reflecting

In the Personal Project, students should: evaluate the quality of the product/outcome against their criteria (specifications) reflect on how completing the project has extended their knowledge and

understanding of the topic and global context reflect on their development as IB learners through the project


7-8

The student is able to: present an excellent evaluation of the quality of the

product/outcome against his or her criteria (specifications) present excellent reflection on how completing the project has

extended his or her knowledge and understanding of the topic and the global context

present excellent reflection on his or her development as an IB learner through the project

5-6

The student is able to: present a substantial evaluation of the quality of the

product/outcome against his or her criteria (specifications) present substantial reflection on how completing the project has


present substantial reflection on his or her development as an IB learner through the project

3-4

The student is able to: present a basic evaluation of the quality of the

product/outcome against his or her criteria (specifications) present adequate reflection on how completing the project has


present adequate reflection on his or her development as an IB learner through the project

1-2

The student is able to: present a limited evaluation of the quality of the product/

outcome against his or her criteria (specifications) present limited reflection on how completing the project has


present limited reflection on his or her development as an IB learner through the project

0 The student has not reached a standard described by any of the descriptors given above

Personal Project Grade Boundary Chart

Your final grade for your Personal Project will be determined by adding the marks you receive in each criterion, identifying where that sum falls on the below chart, and assigning the applicable final level of achievement 1-7 mark.

Grade Boundaries

Final Level of Achievement

0 - 4 1

5 - 8 2

9 - 12 3

13 - 16 4

17 - 20 5

21 - 24 6

25 - 28 7

Final Level of

AchievementLevel Descriptors

7

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

6A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

5A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

4A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

3Limited achievement against most of the objectives or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

2Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.

1 Minimal achievement in terms of the objectives.

22

Appendices

Student name

School name Columbia High School School number

Supervisor name

Student: This document records your progress and the nature of your discussions with your supervisor. You will record what was discussed in your monthly meetings over the course of this eight-month project.

Supervisor: During each meeting, the student will record what is discussed. After each meeting, the supervisor should record any comments/concerns discussed in the meeting. After the final meeting in March 2016, return the completed meeting notes so that the student can attach them to their presentation board.

Meeting date: Meeting location:

Student meeting notes:

Supervisor’s comments:

Student declarationI confirm that the work I share with my supervisor is my own. I acknowledge, in the body of my work, each use of the words, work, or ideas of another person, whether written, oral, or visual (hard copy and/or electronic materials).

I confirm that all work on this project during the time period between August 2015 and April 2016 was for the sole purpose of the MYP Personal Project.

Supervisor declarationI confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.

Student’s signature Date

Supervisor’s signature Date

24

MYP Personal Project Academic Honesty Form – Appendix 1

The IB Learner Profile – Appendix 2The aim of all IB programmes is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better, more peaceful world.

Attribute Descriptor

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KnowledgeableWe develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

ThinkersWe use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions

CommunicatorsWe express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

PrincipledWe act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-mindedWe critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

CaringWe show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives — intellectual, physical, (spiritual) and emotional — to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

ReflectiveWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

24

The Oral Presentation – Appendix 31. The first thing you need to do when preparing an oral presentation is to think about your audience:

Who is the presentation for?

In this case, the audience may include teachers, administrators, staff members, guests from other schools, and community members with expertise in your topic.

CONTENT Your presentation needs to describe the process you went through during your Personal

Project. It is not a presentation about your topic. Example: If your project was creating an awareness campaign about the plight of children in Darfur, your presentation would describe:o a brief description of the topico your Global Context, why you chose it, and how it helped you focus your projecto your outcome goal and inquiry questionso a description of the process you went through to research and achieve your goal, including:

how you went about researching the issue how successful you were in achieving each criterion (specification) of success conclusions about the project and yourself as a learner

You would NOT give a presentation about the actual issue of child abduction and child soldiers in Darfur. Your presentation is about the PROCESS, not the problem.

STRUCTUREGive your audience time to focus on you and your topic.

Say hello and introduce yourself. Grab their attention with a question, a story, an object, something unexpected, but still relevant

to your topic. Once you have their attention, give your audience a snapshot of the goal of your product. Use words like first, then, next, finally to make the structure clear. Cover your points in a logical order. Briefly summarize your points at the end. Thank them.

PREPARATIONSBefore you deliver your presentation Use the presentation rubric to plan your presentation Seriously think about visual aids and how you will use them. Practice your presentation several times on family and friends (and teddy bears) to improve

your content and techniques. If you use digital media (e.g. a PowerPoint presentation or other software), make sure that YOU

understand what you are doing in terms of software and set-up. Plan what you are going to wear. Your clothes will reflect your professionalism (or lack of

professionalism). Conservative, “business” attire is always appropriate for any topic. It is also appropriate to dress as an expert in your topic would dress. An artist or film-maker might wear more avant-garde attire, while a scientist or author might dress more conservatively. It is not appropriate to dress in sloppy or provocative clothing and shoes.

24

DELIVERY• You are making the presentation to the whole audience (the panelists and any guests), not to

one person, the ceiling, the paper or notes in your hands, or the screen showing your PowerPoint slide. So look at your audience.

• Do not read your speech from your notes or screen and do not recite it from memory.• Speak … slowly … and … clearly.• Use 3x5 cards with BIG LETTERS that you can easily read. The cards are just reminders of

points you wish to make. (Number them just in case they get out of order.)• Stand and look at your audience. Think about how you stand and how you move your body.

Try not to sway or do any other repetitive movement.• Make eye contact with several members of the audience: left, middle, right, front and back.• If there is anything you really need to read out – part of the story, a quotation or something

difficult – write it on a separate card, read it out, put the card down, then look at the audience again.

• Make the presentation lively.• Enliven your points with large and clear visual illustrations (objects you bring, PowerPoint

slides) or verbal illustrations (such as a story or some examples).• Your presentation should be no longer than 2 minutes.

USING POWERPOINT, PREZI or OTHER PRESENTATION SOFTWAREPlease remember that, when using PowerPoint, the audience should not be left to just watch a PowerPoint Presentation. You should also not just read from the slides. The PowerPoint should be used to support YOU and YOUR presentation. The PowerPoint may therefore show photographs, films or drawings with key points which summarize what you say in your presentation.

Be prepared to answer any questions your audience may have.

24

The Oral Presentation Rubric – Appendix 4

Columbia High School MYP Personal Project Presentation RubricExceptional Proficient Partially Proficient Not Proficient

4 3 2 1

Topic and Goal

The topic, goal and personal reasons for choosing the topic and goal are explained

with exceptional clarity and thoroughness.

The topic, goal and personal reasons for choosing the topic and goal are clearly and proficiently explained.

The topic, goal and personal reasons for choosing the topic and goal are

identified but not sufficiently explained.

The topic, goal and personal reasons for choosing the topic

and goal are unclear.

Global Context

The Global Context used to focus the project is clearly identified and the reasons for the

choice of Global Context are thoroughly explained.

The student demonstrates exceptional understanding of how the Global Context

helped to provide meaning in the development of the project.

The Global Context used to focus the project is clearly identified and the

reasons for the choice of Global Context are proficiently explained.

The student demonstrates proficient understanding of how the Global

Context helped to provide meaning in the development of the project.

The Global Context used to focus the project is clearly identified and a

basic, brief explanation for the choice of Global Context is provided.

The student demonstrates little understanding of how the Global

Context helped to provide meaning in the development of the project.

The student briefly mentions the Global Context.

The student demonstrates no understanding of how the Global

Context helped to provide meaning in the development of

the project.

Inquiry- Research

The inquiry questions are clearly identified and the explanation of the research

conducted is exceptionally coherent and thorough.

The inquiry questions are clearly identified and the research conducted is clearly and proficiently described.

The inquiry questions are identified and the research conducted is briefly

described.

The inquiry questions are not clearly identified and/or the research is not explained

sufficiently.

Process of Achieving the Goal

The process followed to achieve the goal is exceptionally coherent and thorough, including any modifications made to the

plan.

The process followed to achieve the goal is explained clearly and

thoroughly, including any modifications made to the plan.

The process followed to achieve the goal is described in a simple outline

format.

The process followed to achieve the goal is described in an incomplete or confusing

manner.

Presentation Organization

Attention-getting introduction is followed by a logical, well- organized presentation.

A proficient introduction is followed by a generally logical, organized

presentation.

A simplistic introduction is followed by a loosely logical, organized

presentation.

A weak or irrelevant introduction is followed by a haphazardly

organized presentation.

Presentation Delivery

All of the following are exceptional: articulation, posture, eye contact,

professional dress, volume, speaking rate, word choice, and poise.

All of the following are proficient: articulation, posture, eye contact,

professional dress, volume, speaking rate, word choice, and poise.

Some of the following are not proficient: articulation, posture, eye contact, professional dress, volume,

speaking rate, word choice, and poise.

Most of the following are less than proficient: articulation,

posture, eye contact, professional dress, volume, speaking rate,

word choice, and poise.

Use of visual aids

Visual aids are exceptional and greatly add to the panelists’ understanding of the

project.

Visual aids are proficient and effectively add to the panelists’

understanding of the project.

Visual aids are used and add somewhat to the panelists’ understanding of the project.

Visual aids are either not used or add very little to the panelists’ understanding of the project.

Question and Answer

Student answers all questions thoroughly, with exceptional fluency and confidence,

and enthusiasm.

Student answers all questions proficiently, with fluency, confidence,

and enthusiasm.

Student answers some questions adequately, with some fluency, confidence, and/or enthusiasm.

Student answers most questions inadequately, with very little fluency, confidence, and/or

enthusiasm.

28

Glossary of terms and commands – Appendix 5Glossary of termsTerms MYP DefinitionsBibliography An alphabetical list of every source used to research the projectCriteria Specific elements the Personal Project product/outcome must meet to

be a quality outcome, as defined by the studentList of references An alphabetical list of only those sources that are cited in the project

presentation or reportOutcome The end result of the student’s Personal Project, used particularly

where the project has resulted in a non-tangible result or result that has various aspects to it, for example, an awareness-raising campaign

Process Journal The documentation that students develop during the process of completing the MYP project. Students use ManageBac to record entries in their process journal. The entries can be written or uploaded as a vlog. Pictures, videos and documents can also be uploaded as evidence of the process.

Product The end result of the student’s Personal Project used particularly where the project has resulted in a tangible artifact

Report A spoken or written account of something that one has observed, heard, done or investigated, which aims to inform, as clearly and succinctly as possible

Command termsTerms MYP definitionsCreate To evolve from one's own thought or imagination, as a work or an invention

Define Give the precise meaning of a word, phrase, concept or physical quantity

Demonstrate Prove or make clear by reasoning or evidence, illustrating with examples or practical application

Develop To improve incrementally, elaborate or expand in detail; evolve to a more advanced or effective state

Evaluate Make an appraisal by weighing up the strengths and limitations.Formulate Express precisely and systematically the relevant concept(s) or argument(s)

Identify Provide an answer from a number of possibilities; recognize and state briefly a distinguishing fact or feature

Justify Give valid reasons or evidence to support an answer or conclusionOutline Give a brief accountPresent Offer for display, observation, examination or considerationState Give a specific name, value or other brief answer without explanation or calculation

30

Report Checklists – Appendix 6

Use this checklist as you write your first draft to make sure you have included all requirements.Written Report

My font is 12-point Times New RomanMy report is double-spaced, margins 1 inch, and single-sided.My report is 1500—3500 words, not including the bibliography and appendices.My report is clear and concise.My report includes in-text parenthetical references for all sources described.

My report includes in-text parenthetical references for all sources described.

Use this checklist as you complete your electronic report to make sure you have included all requirements.Electronic Report

My font and font color are easily readable.Pictures and illustrations add meaning and clarity (do not distract)The BODY of my report is a minimum of 1500 words and a maximum of 3500 wordsMy report is clear and concise.My report includes in-text parenthetical references for all sources described.

Use this checklist as you complete your electronic report to make sure you have included all requirements.Oral Report

My recording is clear, with no distracting background noisesMy voice is clear and easy to understand.My report is 13-15 minutes long.My report is clear and concise.I have identified references for all sources described and have included a hard copy bibliography.

Use this checklist as you complete your electronic report to make sure you have included all requirements.

Visual ReportMy video is clear, with no distracting background actions, objects, or noises.My voice is clear and easy to understand.My report is 13-15 minutes long.My report is clear and concise.I have identified references for all sources described and have included a hard copy bibliography.

31

Personal Project Report Checklist- Written Report

Personal Project Report Checklist- Electronic Report

Personal Project Report Checklist- Oral Report

Personal Project Report Checklist- Visual Report

Title page

The following are on the title pageTitle of projectFirst name Last nameColumbia High School2015-2016My supervisor’s nameThe word count of my report (only the Body of the Report)

Table of contents

The table of contents is a separate page.Page numbers are listed for each section in the body of the report (see below), the bibliography and the appendices.All pages in the report are numbered.The page numbers in my table of contents match the content of the corresponding page.

Inquiring section

Criterion A

I titled this section, Inquiring.I have identified and explained my topic and why it is of personal interest.I have justified why I chose my Global Context.I have outlined a clear, achievable, challenging goal.I have identified my inquiry questions.I have selected and utilized a range of varied, relevant sources which helped me achieve my goal and develop my product or outcome.I have evaluated each of my sources for relevance and validity.I have interpreted the information from my sources and described how I applied that information during my project development.I have compared my report to the Criterion A descriptors.

Planning section

Criterion B

I titled this section, Planning.I have described the criteria (specifications) that were used to evaluate the project’s outcome/product.I have described a detailed and accurate plan and record of the development process of my project.I have described my strengths and challenges in the use of self- management skills.I have compared my report to the Criterion B descriptors.

Taking Action section

Criterion C

I titled this section, Taking actionI have described how I developed my final product or outcome so that it would reflect and align with the goal and global context.I have described my strengths and challenges in the use of thinking, communication, and social skills.I have compared my report to the Criterion C descriptors.

Reflecting section

Criterion D

I titled this section, Reflecting.I have evaluated my outcome/product against my criteria (specifications).I have compared my report to the Criterion D descriptors.

Bibliography I titled this section, Bibliography.I have included a complete and accurate bibliography using MLA formatting.

Appendices

My attachments provide evidence of my process and product.I have titled and numbered each Appendix. (ex. Appendix 1: Photographs of Solar Energy Tiny House)My attachments (graphs, drawings, photographs, etc) are labeled.I have included a maximum of 10 extracts (or links) from my Process Journal that clearly demonstrate how you have addressed each of the project objectives.

Academic Honesty Form

I have met with my supervisor to review this form and we both have signed it. I have turned in the form.

Process Journal extracts

I have included a maximum of 10 extracts (hard copy, embedded or links) from my Process Journal that clearly demonstrate how I have addressed each of the project objectives.

32

Personal Project Report Checklist- ALL Report Types

International Baccalaureate Middle Years Programme

Columbia High School

MYP Personal Project Exhibition 2016

Name:

Supervisor Name:

Project Title:

Project Goal:

Global Context:

Through this project, I learned

MYP Personal Project Investigating Activity #1


1. What are your hobbies?

2. What are your plans for your professional future?

3. What do you enjoy learning about? Who teaches you?

4. To which communities do you belong? (Hine: more than one!)

5. Which communities do you belong to that others might not expect?

6. What are some of the best things about the communities to which you belong?

7. Which of your communities needs to change? How? Why?

8. If you could change just one thing about just one of your communities, what would you change? Why?

9. What would happen in your community as a result of this change (from #8)?

10.Who could you turn to for help to support you in making that change?

Never doubt that a small group of thoughtful, committed citizens can change

the world. Indeed, it is the only thing that ever has.

Investigating Activity 1 will help you identify your personal interests, identify the communities to which you belong, and the needs of those community.

~~ Margaret Mead



1. Choose one community you can help improve in 4 months. What does that community need?

2. What could you create in 4 months that would improve your community?

3. How do you know that your community has this need?

4. How will you measure the success of what you create?

5. How will your community be changed?

6. What could you make that would help the community? Why would you make it?

7. How can you make your impact on the community sustainable?

8. How will you incorporate your research, the experiences of you and others, and the community members’ input into the change you cause?

9. What change in your community can you actually and literally make in 4 months that has a sustainable impact and is a challenging task?

10.What is the goal of your MYP Personal Project? (Besides being based on improving

Investigating Activity 2 will help you create a clear and challenging goal that is realistic, achievable in the 4-month time frame, and focused on a need of your community.

your community, your project goal should be clear, challenging, realistic, achievable, and measurable.)



1. Review the Global Contexts below. Highlight all the key words/phrases that relate to your project2.

Global context

Identities and relationships

Who am I Who are we?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

Orientation in space and time

What is the meaning of where and when?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

Personal and cultural

expression

What is the nature and purpose of creative expression?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

Scientific andtechnical

innovation

How do we understand the world in which we live?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.

Globalization and

sustainability

How is everything connected?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 world-interconnectedness;

the impact of decision-making on humankind and the environment

Fairness and development

What are the consequences of our common humanity?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

2. Choose the global context that has the most highlighted words/phrases. Explain how these words/phrases relate to your project goal.

Investigating Activity 3 will help you identify which global context best suits your project goal.


Think about what you’ve learned in your current and past school courses. How might this knowledge, understanding, and skill be a starting place for the learning you will do in your MYP Personal Project? Using the graphic organizer below, you will need to identify how your prior learning and/or knowledge acquired in one or more subject areas adds to your understanding and completion of your project by responding questions at the top of each column. (Piensa en lo que has aprendido en sus cursos escolares actuales y pasados. ¿Cómo puede este conocimiento, la comprensión y la habilidad ser un punto de partida para el aprendizaje que va a hacer en su Proyecto Personal del PAI? Utilizando el organizador gráfico a continuación, usted tendrá que identificar cómo su aprendizaje previo y / o conocimientos adquiridos en una o más áreas temáticas se suma a su comprensión y realización de su proyecto, respondiendo preguntas en la parte superior de cada columna.)

What do you Know?

(¿Que sabes?)

What prior knowledge do you have? (consider the topic and chosen

global context; indicate relevant subject

knowledge wherever possible

¿Qué conocimientos previos tienes? (considerar

el tema y el contexto mundial elegido; indicar

conocimiento de la materia relevante siempre

que sea posible

Who will help you?

(¿Quién va a

ayudar?)What additional resources and/or

information will you need to achieve your

goal?

¿Qué otros recursos y / o información se necesita para alcanzar su meta?

What will you Learn?(¿Qué vas a

aprender?)What will you learn

from completing this project, creating your product, and changing

your community?

¿Qué vas a aprender de completar este

proyecto, la creación de su producto, y el

cambio de su comunidad?

Objective A2: identify prior learning and subject specific knowledge relevant to the project. (identificar los aprendizajes previos y conocimientos específicos tema relevante para el proyecto.

Investigating Activity 4 will help you identify prior learning and subject specific knowledge that is relevant to your project. (La investigación de la Actividad 4 le ayudará a identificar la formación previa y conocimientos específicos tema que es relevante para su proyecto.)


Complete this form for each of your sources. Create a citation for each source, and then alphabetize your sources for your Works Cited page, which should be turned in with the Investigating section on 09/28/15 and with the final version of the report on the 04/11/16.

BasicsTitle?

Objective A3: demonstrate research skills

Investigating Activity 5 will help you record your sources from your research, create your in-text citations, and construct your Works Cited page.

Credibility (Origin)

Who is the source’s author?

What are the author’s credentials?

Who is the publisher?

Currency

What is the date of publication?

For websites, when was the site last updated?

Point of view or bias

(Purpose or Limitations)

What is the intended purpose?

Is it easy to make out the author’s opinions?

CoverageIs the work a primary or secondary source?

Relevance and value

What have you learned from this source?

How will it help you achieve your product/outcome?

Use the space below to create a citation for this source.

MYP Personal Project Planning Activity #1

1. What will my product look like?

2. What type of materials will I use?

3. What techniques will I use?

4. What type of information will I include?

5. Who is this product for?

6. How will I share my product with my community?

7. How my community use my product?

8. How will I know if my product is successful?

9. Do I need to consider any copyright or intellectual property issues? If it already exists, then I didn’t create it.

10. What will I do if my product doesn’t work?

Objective B1: develop criteria for the product/outcome

Planning Activity 1 will help you develop criteria for your product as well as criteria to measure the success of your project.


2015-2016 School Year Personal Project Timeline What did you complete?

What did you add to the to-do list? What do you

still need to do?Monday Lang & Lit Class Activity Monthly Things To Do

Aug 10th

Investigating Activity #1

Email/contact your MYP Personal Project supervisor to introduce yourself and your project


Research your community needs. How can you improve your community in just a few months?

Aug 17th


Aug 24th


Aug 31st


Sept 9th Labor Day Holiday – no school

Finalize the specifics of how you will help your community. (Must be a measurable improvement!)


Research! Research! Research! Choose the research that best fits your project

and that can help you make your project a success. *\ /*

Sept 14th


Sept 21st

Plan the Investigating Section of the

Report

Sept 28th

Investigating Section of the Report DUE


Decide what your product will look like. Decide how you will measure its effectiveness

in meeting the needs of your community. Decide how you will actually create the product

by Nov 30th. Meet with your MYP Personal Project

supervisor




Planning Activity 2 will help you develop a plan for the development process.

Nov 2nd Planning Activity #4

Make your product. Remember that it must help your community, must have a way to measure its success, and must be completed by Nov 30th!


Nov 9thPlan the Planning

Section of the Report

Nov 16th

Planning Section of the Report DUE

Nov 23rd

Thanksgiving Break

Nov 30th

Taking Action Activity #1 & #2

Dec 7th Taking Action Activity #3 & #4 Meet with your MYP Personal Project

supervisor Make improvements to your product.Dec

14thSemester Exam

Week Begins

Jan 11th Taking Action Activity #5

Meet with other 10th graders to compare, discuss, and improve your product.


Jan 18th Martin Luther King Jr. Day – no school

Jan 26th Taking Action Activity #6

Feb 1stPlan the Taking

Action Section of the Report



Feb 8thTaking Action Section of the Report DUE

Feb 15th Reflection Activity #1

Feb 22nd

Reflection Activity #2

Feb 29th Reflection Activity #3

Mar 7th Reflection Activity #4



Mar 14thPlan the Reflection

Section of the Report

Mar 21st Spring Break

Mar 28th Reflection Section of the Report DUE

Apr 11th Final Draft of the Report DUE in ManageBac!

Congratulations! You have completed your MYP Personal Project!


At this point, you should be approximately half-way through this process. Open your ManageBac account and review what you have posted in your Process Journal. If you have not posted in ManageBac, refer to your MYP Personal Project classroom file folder to review your classwork. (Again, the class activities are NOT enough to act as the basis for a strong sustainable MYP Personal Project).

1. Choose an extract that provides evidence of how you have defined a clear goal and global context for the project, based on personal interests (Objective A1). Why did you choose this artifact?

2. Choose an extract that provides evidence of how you have identified prior learning and subject specific knowledge relevant to the project (Objective A2). Why did you choose this artifact?

3. Choose an extract that provides evidence of how you have demonstrated research skills (Objective A3). Why did you choose this artifact?

4. Choose an extract that provides evidence of how you have developed criteria for the product/outcome (Objective B1). Why did you choose this artifact?

5. Choose an extract that provides evidence of how you have planned the development process of the project (Objective B2). Why did you choose this artifact?


Planning Activity 3 will help you develop a record of the development process.


ATL Self-Management

SkillsHow/when

demonstrated?

Level of

Success?

Why/why not?

Organizational Skills: Create and follow a plan to complete your project

Organizational Skills: Meet due dates

Organizational Skills: Make/keep appointments with your supervisor

Organizational Skills: Use an organized system for keeping track of your research

Objective B3: demonstrate Approaches to Learning (ATL self-management skills

Planning Activity 4 will help you analyze your success with each of the specific skills in the 3 types of self-management skills.

Affective skills: Mindfulness: practice focus and concentration

Affective skills: Perseverance: demonstrate sustained persistence

Affective skills: Emotional management: practice strategies to reduce stress

Affective skills: Self-motivation: practice strategies to push forward and renew your engagement with your project

Affective skills: Resilience: practice taking responsibility for your actions and making changes to your behavior when needed; practice adapting to change

Reflection skills: Identify your strengths and weaknesses in learning strategies

Reflection skills: Develop new skills, techniques, and strategies for effective learning

Reflection skills: Regularly record reflections about your learning and action process

MYP Personal Project Taking Action Activity #1

1. Why did you choose to create this product and do this project?

2. Who will benefit from this product and project? Why? How?

3. What was the goal of your product?

4. How well did you reach your goal?

5. What was the global context that you chose? Why?

6. How does your product and your project relate to the global context?

7. What were your criteria/specifications for the product?

8. What were your criteria for judging the success of the product?


Taking Action Activity 1 will help you analyse how well your product/outcome responds to the goal, global context, and criteria

9. How will you assess the success of the product?

10. Explain your product in 5 words ONLY!

MYP Personal ProjectTaking Action Activity #2

1. Did you change your criteria/specifications during this process? Why?

2. How does your final product compare to your criteria/specifications?

3. What did you think your product would look like? Does it?

4. What was the hardest/surprising part of the process?

5. What would you have done differently?


Taking Action Activity 2 will help you analyse how well your product meets your criteria (specifications) and if you should make any changes or maybe even create a new product that might be more successful.


1. How does your community benefit from your project?

2. Which community need(s) does your project resolve?

3. What is the reaction from your community towards your project?

4. Did you make any changes based on the reaction of the community? Why/why not?

5. How do the results of the project compare to your expectations of the project?


Taking Action Activity 3 will help you analyse how well your outcome responds to the needs of the community


1. Does your product look like what you envisioned? Why/why not?

2. Explain how you evaluated the success of the product.

3. Explain how you used the results of the evaluation in your decisions regarding how to change or improve your product.

4. Explain any changes you made to your product and/or project. If no changes were made, explain why.

5. How did your research affect your product?


Taking Action Activity 4 will help you describe your product, your evaluation process for determining the success of your project, and any changes you made during this process.


Complete the chart below regarding your success with the 3 types of thinking skills.

ATL Self-Manageme

nt Skills

Used in your

project?How skill

affected you?How skill affected

your project?

Critical thinking: Identify problems and develop goals and objectives

Critical thinking: Consider ideas from multiple perspectives

Critical thinking: Identify obstacles and challenges to the solution of problems

Objective C2: demonstrate Approaches to Learning (ATL thinking skills

Taking Action Activity 5 will help you analyze your success with each of the specific skills listed above in the 3 types of thinking skills.

Critical thinking: Make logical, reasoned judgments supported by evidence

Creative thinking: Consider multiple alternatives, including the unlikely or the impossible.

Creative thinking: Apply existing knowledge to generate new ideas, products or processes.

Creative thinking: Create novel solutions to authentic problems.

Transfer thinking: Make connections between understanding and skills across subjects to create products or solutions


Complete the chart below regarding your success with the communication and social skills.

ATLCommunication & Social

Skills

Used in your project

?

How skill affected you?

How skill affected your project?

Communication skills: Oral communication: practice effective listening and speaking skills

Communication skills: Written communication: practice effective reading and writing skills

Objective C3: demonstrate Approaches to Learning (ATL) communication and social skills

Taking Action Activity 6 will help you analyze your success with each of the specific skills listed above in communication and social skills.

Communication skills: Visual communication: practice effective viewing and visual presentation skills

Social/Collaboration skills: Listen actively to your supervisor and mentors (if applicable)

Social/Collaboration skills: Seek help and ask questions when needed

Social/Collaboration skills: If your product or outcome will necessitate working with a team, practice effective listening, conflict management, group decision-making, and teaming skills

MYP Personal ProjectReflection Activity #1

1. How did you decide what your community needed?

2. How did you decide what product to create to help your community?

3. How did you begin creating the product?

4. How did the product change throughout the process?

5. How did the specifications for the product change? If not, why not?

6. Who helped you create your product? How?

7. Who helped you evaluate your product? How?

8. How did the specifications for the evaluation of the success of the product change? If not, why not?

9. What was the reaction of your peers to your product/project? How did they help you improve your product/project?

10. What surprised you during this process?


Reflection Activity 1 will help you reflect on process taken to create your product.


1. Was your project successful? Why/why not?

2. How do you know that your project was successful or not?

3. How did your measure the success of your project?

4. Explain how your final project compares to your original expectations.

5. How has this project improved your community?

6. Explain how your community will be different in 5 years because of your project.

7. What would you have done differently?

8. How did your research help you in this process?

9. How did your supervisor and/or mentor help you in this process?

10. What advice would you give future students as they prepare to begin their MYP Personal Projects?

11.


Reflection Activity 2 will help you reflect on the success of your project.


This objective will assess how deeply and thoroughly you reflect on your growth as a learner.

1. What did you already know about your project topic?

2. What have you learned from your project?

3. What did you already know about your community(ies)?

4. What have you learned about your community(ies)?

5. What did you already know about the global contexts?

6. What have you learned about the global context that you chose for thisproject?

7. Explain how the global context relates to the community need that your project resolved.

8. Explain how the global context relates to you.

9. Explain the global context in exactly 5 words!

10. What did you learn that you weren’t expecting to learn? Explain.

Objective D2: reflect on how completing the project has extended your knowledge and understanding of the topic and the global context

Reflection Activity 3 will help you reflect on your personal growth in your understanding of the topic, the needs of your community, and the global context.


This objective will assess how deeply and thoroughly you reflect on your growth in the ATL skills and Learner Profile attributes.

1. Which of the IB Learner Profile attributes (on pg 24 of this handbook) did you find yourself exhibiting at different times? Why? How?

2. Have you improved in any of the attributes? Explain.

3. Have discovered any newly acquired attributes in yourself because of this project? Explain.

4. What specific Approaches to Learning (ATL) skills (Communication, Social, Self-Management, Research, and Thinking) were most difficult for you to use during this process? Explain.

5. What Approaches to Learning (ATL) skills did you already have that you then improved upon during this project? Explain.

6. How has this project expanded your IB learning and thinking?

7. Does this project make you want to be part of the IBDP or IBCC? Explain.

8. If you could go back in time to speak to your past self at the beginning of this process, what you tell yourself?

9. Final thoughts about this project?

10.Recommendations for next year?

Objective D3: reflect on your development of ATL skills and as an IB learner through the project

Reflection Activity 4 will help you reflect on your personal development through Approaches to Learning and as an IB Learner and help you prepare to create your report.

for further information, please contact:columbiahspd.weebly.com/uploads/1/3/3/0/13302569/... ·...

Documents