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Middle Years Program

THEPERSONALPROJECT

STUDENT GUIDE

2019 – 2020

Contents: Timelines and Deadlines 3

Process Journal 4

Supervisor 4

Stages of the Personal Project

ONE: Choosing your topic and Global Contexts

TWO: Research

THREE: Action

FOUR: Report

5-9

5

8

8

8-9

Report Writing: Getting Started 10-18

ATL skills 19-21

Service and Action: Learning Outcomes

Academic Honesty/Supervisor Slip

22-23

24-25

Timeline & Deadlines

ACTIVITY Date

Personal Project Launch 13 March 2019

Supervisor Chosen – Supervisors MUST Consent 1 May 2019

Project Choice due 15 May 2019

Goal Statement/Global Context due August 31st, 2018

Research, Investigating, Taking Action (June-December 2019)

Begin Report Outline December, 2019

Report Outline due to Supervisors 10 December 2019

Begin report rough draft January, 2020

Report Rough Draft due to Supervisors 24 January 2020

Plan presentation/revise Report Rough Draft February 2020, TBD

PP Dress Rehearsal for Auditorium presentations

ONLY (3-4:00pm)

February 2020, TBD

*PP Exhibition Day (during school day ONLY,

8am-12pm) 12 February 2020

*Final Reports due 28 February 2020

Supervisors grade report with feedback March 2020, TBD

*Service and Action Reflection due 31 March 2020

MYP Celebration Ceremony & IB Pinning April 2020, TBD

* In order to receive the Personal Project Completion mark on your transcript,

you must:

1) Participate in the Personal Project Exhibition

2) Compose a report of your process (written OR audio/video recording)

3) Reflect on Service and Action

Process Journal THIS IS THE MOST IMPORTANT PART! The Process Journal is the record of

the Personal Project. Keep track of everything you do with your project.

Keeping a log of everything will help you with the reporting process at the

end, and you will include up to 10 extracts/samples to include in the

appendix of your Report.

You may use any format you want for the process journal (electronic forms

like Google Docs or Word, audio/video recordings, pictures, hardcopy

journal, etc.). Make entries often, and take pictures along the way.

Ideas of what to record:

Pictures

Research notes (sources, info from sources, thoughts on info)

Working Bibliography (websites, interviews, books, videos)

Planning (timelines, sketches, materials needed, task lists, etc.)

Skills (what you’re learning along the way—See “ATL skills” section

of this packet)

Reflections and responses (thoughts on the project, inspirations,

questions, discussions with supervisor, what you want to change,

etc.)

Anything else relevant to your project

Supervisor You will choose a Rampart Staff Member to support you through the

project. Your supervisor doesn’t need to be an expert in your topic; s/he

will help you problem-solve, create tasks and timelines, encourage you to

keep going, and grade/give feedback on your report. It is your

responsibility to schedule meetings with him/her. You should meet

with your supervisor once a month (minimum) during the school year to

discuss your progress.

STAGES of the Personal Project Stage ONE: Choosing your topic area and outlining your project In your process journal, brainstorm your ideas.

Write/draw/speak all my ideas in my process journal ID and refine main idea and present to supervisor for approval Clearly state goal/s in my process journal Write about inspiration/motivation for choosing project Decide what form completed project will take (what it will look like when finished) Decide and write specifications/criteria to assess the quality of product Choose and justify Global Context Write 1-2 inquiry questions that will help with research Create timeline with realistic deadlines

Global Contexts

Choose one Global Context to frame your project—this should determine how you shape your project (the what, the how, and the why).

1. IDENTITIES AND RELATIONSHIP

Focus

Description

Example Personal Project connection

Questions

Who am I? The exploration of:

Who are we? Personal Identity Beliefs, values, and ethics

Health Physical, mental, social, and spiritual

Relationships Family, friends, communities, and cultures

Shared Humanity Explorations in what it means to be

human

Two sides of social networking; an awareness campaign about digital citizenship and cyber bullying

How online identities impact offline relationships; a research essay

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

The effect of mass media on teenage identity; a short film

2. ORIENTATION IN TIME AND SPACE

Focus

Description


Questions

What is the The exploration of: The Euclidean space perspective of the

meaning of universe; a 3D model

‘where’ and personal histories

‘when’? Explorers in search of a new world;

turning points in humankind immigration over the ages through visual

Why are time texts

and location discoveries, explorations, and

significant? migrations of humankind The Mayflower and the dream of religious

interconnectedness of individuals

freedom; a local history

Charting a family history through archives and

and civilizations (personal, local,

and global perspectives) a representational statue

3. PERSONAL AND CULTURAL EXPRESSION

Focus

Description


Questions

What is the The ways in which we: Video games as a form of cultural

nature and expression; a short film using five video

purpose of discover and express ideas, feelings, games that shows how they are an

creative nature, culture, beliefs and values expression of our culture

expression?

reflect on, extend, and enjoy our The art of Manga in Japanese culture; a

creativity Japanese anime and a survey of the

express our appreciation of the

understanding of my peers

Culture and self-expression through dance

aesthetic

at the local community arts center; a

performance

4. SCIENTIFIC AND TECHNICAL INNOVATION

Focus

Description

Example Personal Project

Questions connection

How do we The exploration of:

understand the

world in which the natural world and the laws by which it

we live? is governed

How can we the interaction between people and the make things natural world

better?

the impact of scientific and technological

advances on communities and

environments

the impact of environments on human activity

how humans adapt environments to their needs

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

What’s the matter with the anti-matter?; an informational seminar

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

Can stem cells replace organ transplants?; an investigative report

5. GLOBALIZATION AND SUSTAINABILITY

Focus Question

Description

Example Personal Project

connection

How is The exploration of: The struggle for water in developing

everything countries; an awareness campaign

connected? the interconnectedness of human-made

systems and communities The impact of the financial crises of

Europe and the European Economic

the relationship between local and global Community on the United States; a

processes visual presentation

how local experiences facilitate global Education as the tool to change the decisions future of Peru; a workshop for adults

the opportunities and tensions provided by The role of developing countries in world-interconnectedness protecting the tropical rain forest; a

the impact of decision-making on

collection of slides

humankind and the environment

6. FAIRNESS AND DEVELOPMENT

Focus Question

Description


What are the The exploration of: Supporting fair trade: Cocoa trade in

consequences Ghana; an awareness campaign for our

of our common rights and responsibilities school restaurant/cafeteria to promote fair humanity? trade

the relationship between communities

Open-market economies and their role in

sharing finite resources with other fair trade; a talk for students

people and with other living things

Exploring the intersections of race and

access to equal opportunities inequality; a radio broadcast

peace and conflict resolution Asylum seekers and their right to live like us; a painting

Stage TWO: Research - collecting information, looking at examples, and experimenting

Below are some questions to consider while researching. Be sure to discuss your research and findings with your supervisor.

Where to find information (as many sources as possible)? What product/outcome might be useful to others? What and how do I need to organize my project? Are there any experiments or trials I need to conduct? Are there any experts on my topic I can interview? How will I record and organize my information? Is my research helping me answer my inquiry questions?

Stage THREE: Action – plan and execute your project

Below are some questions to consider while putting your project together. Meet with your supervisor to discuss your plans and problem-solve issues.

What do I need to complete my project? How much time do I need to complete my project? How am I using my research to focus my project? Am I achieving the goal I set at the beginning? How could I modify my planning/research to reach my goal? What is stopping me from achieving my goal? Am I satisfied with my work?

Stage FOUR: Report your process

You have four choices in how you report your project:

You may also choose to combine formats for a multimedia report as follows:

Note on alternative Final Report formats

The report, however creatively developed and presented, does not replace the

product/outcome of the personal project. If the product/outcome of a personal

project is in written form, such as an essay or novel, this is considered as distinct from

the project report.

An oral report can take many different forms such as podcast, interview and radio

broadcast. Oral reports must be recorded for assessment purposes and for submission to

the IB for further assessment. You may use notes, cue cards and visual support aids for

an oral presentation.

A visual report is usually a short film where you address the key moments of your

personal project, informed by the entries in the process journal. The short film must be

structured in a manner that demonstrates your achievements in the development of the

Personal Project. Planning and time allocation for the filming process and subsequent

editing should be taken into account from the outset.

An electronic report can take many different forms such as a website, a blog, a Prezi,

PowerPoint, or other slide show presentation. You must ensure that an electronic report

meets the assessment criteria and effectively demonstrates your engagement with the

Personal Project.

Report writing

Personal Project Report Writing: Getting Started

Report Format You need to ensure all of these sections are included in your report:

‣Title Page

Photography in the park.

‣Table of Contents

You need to record the page number for where each section starts in your report. Eg:

Table of Contents

Page

Investigating 3

Planning 4

Taking Action 8

Refection 11

Bibliography 12

Appendices 13

Your must include:

•Title of your Project •Student Name •Supervisor •School name

•Length (word count)

*We suggest you include a

photograph from your project.

By: Student name

Supervisor: xx

Rampart High School

Word Count:

IMPORTANT:

When writing your report,

ALWAYS write the PAST TENSE

‣Title Page


‣Investigating

‣Planning

‣Taking Action

‣Refection

‣Bibliography

‣Appendices

Body o

f th

e r

eport

Report writing

Personal Project Report Writing: Getting Started


‣Investigating (Criteria A)

0 1 - 2 3 - 4 5 - 6 7 - 8

The student is The student is The student is The student is

able to: able to: able to: able to: state a goal and outline a basic deÞne a clear deÞne a clear context for the and appropriate and challenging and highly project, based goal and context goal and context challenging on personal for the project, for the project, goal and context interests, but this based on based on for the project, may be limited personal personal based on in depth or interests interests personal

accessibility interests identify prior identify basic identify prior identify prior learning and prior learning learning and learning and subject-speciÞc and subject- subject-speciÞc subject-speciÞc knowledge, but speciÞc knowledge knowledge that this may be knowledge generally is consistently limited in relevant to relevant to the highly relevant occurrence or some areas of project to the project

relevance the project

demonstrate demonstrate demonstrate demonstrate limited research adequate substantial excellent

skills research skills research skills research skills.

What to write:

❏ State your goal. ❏ Explain why you chose this goal. You must refer

to your personal interest. ❏ Explain why you considered the goal to be highly

challenging. Think about the learning and

challenge. ❏ State your Global Context (GC) ❏ Whilst completing your project, what did you focus on

a as result of your GC?

❏ Identify (state briefly) highly relevant prior

knowledge (subject specific) and/or learning

❏ Use a the sub-heading “Research”

For each area of research write the following:

❏ State the area of research ❏ Explain what you learnt, citing and

evaluating multiple sources. ❏ Explain how you have applied your new

learning to your project.

.

Sample research paragraphs to review Welding was a key component of my project and so researching the different methods of welding was vital to ensure I selected the right one for my project. Ben Juniper is a well known Perth based artist who specialises in

welding. He is highly experienced and successful, so I listened with care to the advice he gave me about welding. Ben suggested I use the MIG welding process as he thought it was best suited to my skill level and desired outcome for my project. He also recommended I use an iron rod because it adds material to the weld and creates a stronger joint (Ben Juniper, November 27, 2011, informal communication).

I followed up this advice by looking at several websites demonstrating MIG welding techniques and providing instruction for beginners. The most useful site was Go Welding. It contained a lot of detailed information that reinforced what Ben Juniper had told me about MIG welding. The site also linked to Australian TAFE courses, which indicated this was a credible and useful site I could trust. Go Welding stated that “MIG welding was cheap and fast and required low levels of skill to complete” (Go Welding, 2013). My research gave me conÞdence with my choice to pursue MIG welding as my welding process because it was best suited to my novice skill level. It also allowed me to produce a higher quality sculpture at a lower cost.

Body of the report

‣Title Page


‣Investigating

‣Planning

‣Taking Action

‣Refection

‣Bibliography

‣Appendices

IMPORTANT: When writing your report,


Personal Project Report Writing

Report writing


‣Planning (Criteria B)

0 1 - 2 3 - 4 5 - 6 7 - 8


able to: able to: able to: able to:

develop develop develop develop

limited criteria adequate substantial rigorous

for the criteria for the and criteria for the

product/ product/ appropriate product/

outcome outcome criteria for the outcome

product/

outcome

present a present an present a present a

limited or adequate plan substantial detailed and

partial plan and record of plan and accurate plan

and record of the record of the and record of

the development development the

development process of the process of the development process of the project project process of the

project

project

demonstrate demonstrate demonstrate demonstrate

limited self- adequate self- substantial excellent self-

management management self- management

skills. skills. management skills.

skills.

What to write:

Use the sub-heading “Criteria”

❏ State your Criteria.

For each Criterion:

❏ Explain why it is important to the evaluation of the quality and outcome of your project.

❏ Outline how you will be testing or evaluating the criterion e.g. checklist, expert opinion/evaluation, survey, etc

Use the sub-heading “Action Plan and Self

Management skills”

❏ Describe what you did from start to finish (the entire process) NOTE: Ensure your full action plan is in your

Process Journal for your supervisor to refer to.

Self-management skills - across the course of

your project explain how:

❏ you organised your time and tasks effectively

❏ you persevered and maintained your motivation

❏ you used the skill of reflection to make decisions and keep your project progressing

‣Title Page


‣Investigating

‣Planning

‣Taking Action

‣Refection

‣Bibliography

‣Appendices

IMPORTANT:




Report writing

Report Format

You need to ensure all of these sections are included in your report:

‣Taking Action (Criteria C)

0 1 - 2 3 - 4 5 - 6 7 - 8

The student is able The student is able The student is able The student is able

to: to: to: to:

create a create a basic create a create an

limited product/ substantial excellent

product/ outcome in product/ product/

goal, global context an d goal, global goal, global

outcome in response to the outcome in outcome in

response to the goal, global response to the response to the

context and criteria context and context and

criteria criteria criteria


limited thinking adequate substantial excellent

skills. thinking skills. thinking skills. thinking skills.


limited adequate substantial excellent

communication communication communication communication

and social skills and social skills and social skills and social

skills.

What to write:

❏ Give reasons or evidence as to how your project’s

product/outcome, is an excellent representation of

your: ‣ Goal ‣ Global Context ‣ Criteria

❏ Using explanations and evidence/examples

demonstrate how you have used thinking skills

throughout your project.


demonstrate how you have used excellent

communication throughout your project.


demonstrate how you have used social/

collaboration skills throughout your project.

Please turn over for examples of thinking, collaboration

and communication skills.

BodyType ofto theenterreporttext

IMPORTANT:



‣Title Page


‣Investigating

‣Planning

‣Taking Action

‣Refection

‣Bibliography

‣Appendices


Report writing


‣Thinking Skills

Thinking skills are the mental

processes we use to make sense of

information before us, to generate

new ideas, to draw conclusions,

evaluate and analyse information

and situations, etc.

Below are some examples of

thinking skill situations you may

have encountered whilst completing

your project.

Gathering and organizing relevant

information to develop an argument

or point of view.

Critically evaluate sources of

information

Interpreting data

Drawing conclusions

Revising our understanding based on

new information and evidence we

have found

Considering ideas from other

perspectives

Finding solutions to problems

Identifying obstacles and challenges

Using brainstorming and visual

diagrams to come up with new ideas

Considering multiple alternatives

or solutions

Using our existing knowledge to

generate new ideas, products

or processes

Creating original works and ideas or

using existing works and ideas in

new ways

‣Collaboration Skills

Collaboration skills are focusing

on how you work with other

people to complete your project.

Think about the people you worked

with to complete your project, e.g. mentor, shop assistants, professionals, educators etc.

Reflect on how you interacted with them, considering the skills below.

Managing and resolving

conflict

Making fair and equitable

decisions

Listening actively to other

peoples’ perspectives and ideas

Negotiating effectively

Giving and receiving

meaningful feedback

Working effectively with

others

These are examples of each

skill that you may consider

writing about in your report.

You DO NOT write about them

all. Only the ones applicable to

you and your project.

‣Communication Skills Communication is the sharing of thoughts, messages, or information, through speech, visuals, signals, writing, or behavior.

Below are some examples of communication skill situations you may have encountered

whilst completing your project.

Speak to others effectively

Effectively communicate

your needs or argument

Using different forms of

communication e.g. email, phone, interview, etc

Read a variety of sources for

information

Make inferences and draw

conclusions

Take effective notes

Organize information

logically


‣Title Page


‣Investigating

‣Planning

‣Taking Action

‣Refection

‣Bibliography

‣Appendices

IMPORTANT: When writing your report,



Report writing

Report Format


‣Project 1 ❏ Give reasons or evidence as to how your project’s product/outcome, is an excellent

representation of your:

‣ Goal ‣ Global Context ‣ Criteria

Product: Metal Gate Evidence

Goal To learn how to • Structure is 100% metal

weld, to create a • The design elements

metal sculpture are Sheep, trees and

that reflects life hills/paddocks

on my station.

Global Personal & • The scrap metal was

Context Cultural not conventional and

Expression with a required creativity to

focus on: manipulate them to

Extending, meet my design.

reflecting on and • Had fun playing with

enjoying my ideas and exploring

creativity. design and learning I

could be creative.

• I had a plan but as the

construction process

developed I had to be

creative and adaptable

to overcome issues.

Criteria •Use recycled • All materials found on

materials. the farm, nothing new

•Represent my •

bought.

station. features represent the

•Be 1.2m by 2m •

farm ie sheep, trees etc

•Withstand the Gate is 1.2x2m

environmental • materials have been

elements. outside for years and

can therefore withstand

the environment.

‣Project 2 ❏ Give reasons or evidence as to how your project’s product/outcome, is an excellent

representation of your:

‣ Goal ‣ Global Context ‣ Criteria

Product: Scrapbook Evidence

Goal To create a • Finished product is a 50

scrapbook that •

page book

tell the story of Includes photos,

my families transcripts and copies

migration from of documents detailing

England to the story of my families

Australia. migration

Global Context Orientation in • This book is a personal

space and time •

dedication to my family.

with a focus on: Details oral histories

Personal histories and stories handed

down through the

generations.

Criteria •Detail the family • Scrapbook is a

migration from chronological sequence

1850 to present of events and stories

day. dating back to 1850 that

•Inform the reader informs the reader how I

of my families came to live in Perth,

personal Australia today.

migration story. • Is a colourful and

•Be aesthetically information packed with

pleasing to the various documents and

reader. narratives.


‣Title Page


‣Investigating

‣Planning

‣Taking Action

‣Refection

‣Bibliography

‣Appendices

IMPORTANT:




Report writing

Report Format


‣Reflecting (Criteria D)

0 1 - 2 3 - 4 5 - 6 7 - 8


able to: able to: able to: able to:

present a present a present a present an

limited basic substantial excellent

evaluation of evaluation of evaluation of evaluation of

the quality of the quality of the quality of the quality of

the product/ the product/ the product/ the product/

criteri a criteri a criteri a criteri a

outcome outcome outcome outcome

against her against her against her against her

present present present present


reflection on reflection on reflection on reflection on

how how how how

completing the completing the completing the completing the

project has project has project has project has

extended her extended her extended her extended her

knowledge knowledge knowledge knowledge

and and and and

understanding understanding understanding understanding

of the topic of the topic of the topic of the topic

and the global and the global and the global and the global

context context context context

present present present present


reflection on reflection on reflection on reflection on

her her her her

development development development development

as an IB as an IB as an IB as an IB

learner learner learner learner

through the through the through the through the

project. project. project. project.

What to write:

❏ Evaluate your Þnished project against each of

your criteria.

HINT: Be sure to mention the extent to which you

achieved or didn’t achieve each of the criteria. See

the example over page.

❏ Reflect on your key learnings about your project

area?

❏ Reflect on your key learnings about your global

context.

HINT: See over page for a tool that may assist

you.

Make sure you give examples from your project

❏ Reflect on your development as an IB

Learner

HINT: You need to refer to the IB Learner profile

to answer this. Make sure you give examples

from your project


‣Title Page


‣Investigating

‣Planning

‣Taking Action

‣Refection

‣Bibliography

‣Appendices

IMPORTANT:



Report writing

Personal Project Report Writing Reflecting (Criteria D)

0

1 - 2 3 - 4 5 - 6 7 - 8 The student is able to: The student is able to: The student is able to: The student is able to:

present a limited evaluation of the quality present a basic evaluation of the quality of present a substantial evaluation of the present an excellent evaluation of the of the product/outcome against her criteria the product/outcome against her criteria quality of the product/outcome against her quality of the product/outcome against her

criteria criteria

present limited reflection on how completing the present adequate reflection on how completing present substantial reflection on how completing present excellent reflection on how completing project has extended her knowledge and the project has extended her knowledge and the project has extended her knowledge and the project has extended her knowledge and

understanding of the topic and the global context understanding of the topic and the global context understanding of the topic and the global context understanding of the topic and the global context present limited reflection on her development as present adequate reflection on her development present substantial reflection on her development present excellent reflection on her development an IB learner through the project. as an IB learner through the project. as an IB learner through the project. as an IB learner through the project.

‣WRITING SAMPLE: Evaluating the Quality of your Product

My goal was to create either a vegetarian or vegan

cookbook that provided educational information and

easy to create recipes suitable for all ages. I was

really pleased with my end result as not only have I

created a keep sake for myself, but I have also

produced a quality book that has promoted the

lifestyle of healthy vegetarian cooking.

To evaluate the success of my book I assessed it

against my design specifications. I was able to easily

assess many of the specifications, as they were

simple yes/no checklist responses, however two of

my specifications, required further evidence to be

gathered.

The simplest specification was that my finished book

had to be a hard covered with gloss pages. This was

achieved and I was really pleased with the quality of

the book. The images and text looked really

professional on the gloss pages and I think the hard

cover option, whilst more expensive to produce, was

a good idea to add strength to make the cookbook

last longer.

The book needed to have a minimum of 15 recipes

and have an accompanying colour image of each

recipe. This was easily achieved as I ended up with

18 recipes. As I cooked and trialled my recipes and I

took digital images of the plated, finished products.

These specifications were equally important in the

creation of my cook book as I needed the recipes to

be diverse to attract and interest a wide variety of

people and show them that vegetarian food can be

tasty and is not just a case of eating more vegetables.

My 18 recipes ranged from sweet healthy treats to

savoury hearty, winter casseroles that I believe

would satisfy the most meat loving person. I wanted to spend no more than $20 per book to

produce them and this was not easy to achieve. If I

had changed to a soft spiral bound book, I would

easily have come in under budget, but I wanted the

book to be hard covered with gloss pages, which

meant that the cost was higher. There are many

companies who produce books for the authors and

publishers, however creating hard cover books is not

cheap. To cut the cost down these companies want

you to order large quantities, which meant I would

have had to outlay over a thousand dollars and would

have ended up with more than fifty books. Therefore

I compromised on the costing of my books, but not

the quality. My final book cost $25 each, a 25%

increase on my specified criteria. The last two criterion I was using to judge the

success of my book, were harder to evaluate as I

needed to get people to read my book and take a

quick quiz to assess if it was educating people on

vegetarian/vegan diets. I also had to ensure the

readability of the book was suitable for people aged

ten and above. To assess the readability of the book I asked a

teacher at PLC who specialises in literacy, to assess

it. She ran the book through a well known piece of

software called Read-able that is well used by

educators to give a piece of text a readability age.

According to Read-able, my book would be

understood by children aged nine to eleven. Hence I

successfully achieved this specification. Lastly I asked twenty people aged ten to forty to read

my book and answer a series of questions aimed at

testing their knowledge of vegetarian cooking. I am

pleased to say that the lowest score on this

assessment was eight out of ten. With most people

achieving one hundred percent, I safely assumed

that my book was educating the reader on a

vegetarian diet.

Report writing

Personal Project Report Writing ‣Reflecting (Criteria D )

0 1 - 2 3 - 4 5 - 6 7 - 8

The student is able to: The student is able to: The student is able to: The student is able to:

Thes

tude

ntdo

esno

tach

ieve

asta

ndar

ddes

crib

edby

anyo

fthe present a limited evaluation of the quality of the present a basic evaluation of the quality of the present a substantial evaluation of the quality of present an excellent evaluation of the quality of

product/outcome against her criteria product/outcome against her criteria the product/outcome against her criteria the product/outcome against her criteria

present limited reflection on how present adequate reflection on how present substantial reflection on how present excellent reflection on how

completing the project has extended her completing the project has extended her completing the project has extended her completing the project has extended her

knowledge and understanding of the knowledge and understanding of the knowledge and understanding of the knowledge and understanding of the

topic and the global context topic and the global context topic and the global context topic and the global context

present limited reflection on her development as present adequate reflection on her development present substantial reflection on her development present excellent reflection on her development

an IB learner through the project. as an IB learner through the project. as an IB learner through the project. as an IB learner through the project.

I used to think…now I think…

Global Context:

I used to think….

Now I think…

Personal project ATL skills

Personal Project – assessing specific ATL skills School adaptation from: http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/subjectHomeMYP.cf m&filename=myp%2Fm_0_mypxx_fcl_1409_1d_e%2Epdf

Criterion A – Research skills:

Students demonstrate research skills by finding, interpreting, judging and creating information (information literacy

skills), and interacting with media to use and create ideas and information (media literacy skills). Evidence should be

found in their bibliography and also in the ‘Investigating’ section of their written report. Evidence may also be found in

the appendices or other sections of the report. Evidence of information literacy skills may include:

Collecting, recording and verifying data Making connections between sources of information Collecting and analyzing data to identify solutions and make informed decisions Processing data and reporting results Evaluating and selecting information sources based on their appropriateness to specific tasks Using critical literacy skills to analyze and interpret media communications Creating references and citations, using footnotes/endnotes and constructing bibliography according to

recognized conventions Evidence of media literacy skills may include:

Locating, organizing, analyzing, evaluating, synthesizing, and ethically using sources from a variety of sources

and media Demonstrating awareness of media interpretations of events and ideas Seeking a range of perspectives from multiple and varied sources Communicating information and ideas effectively to multiple audiences using a variety of media and formats Comparing, contrasting and drawing connections among (multi)media resources

Criterion B – Self-management skills: Students demonstrate self-management skills by managing time and tasks effectively (organizational skills) and

managing their state of mind (affective skills). Evidence should be found in the ‘planning’ section of the written report.

Evidence may also be found in the appendices or other sections of the report. Evidence of organizational skills may include:

Having a detailed plan for the completion of the project Planning strategies and actions to achieve the goal Meeting deadlines Keeping an organized and logical process journal Setting goals that are challenging but realistic


Selecting and using technology effectively and productively

Evidence of affective skills may include:

Perseverance and persistence Self-motivation and positive-thinking Resilience – the ability to deal with mistakes, failures, disappointment, change

Criterion C – Thinking skills: Students demonstrate thinking skills by analyzing and evaluating issues and ideas (critical thinking skills), generating

novel ideas and considering new perspectives (creative thinking skills) and utilizing skills and knowledge in multiple

contexts (transfer skills). Evidence should be found in the ‘Taking action’ and ‘Investigating’ sections of the written

report or in the product or outcome of the project. Evidence may also be found in the appendices or other sections of the

report. Evidence of critical thinking skills may include:

Recognizing or identifying problems, obstacles or challenges Formulating arguments Recognizing assumptions and bias in sources Interpreting data Evaluating sources Drawing reasonable conclusions and generalizations Revising understanding based on new information Formulating questions Considering ideas from multiple perspectives Proposing and evaluating a variety of solutions

Evidence of creative thinking skills may include:

Brainstorming or visual diagrams used to generate ideas or inquiries, or visible thinking strategies or techniques Considering multiple alternatives – even those that may seem impossible Making unusual connections between ideas or objects Designing improvements existing technologies Creating novel solutions or original works and ideas – or using existing works or ideas in new ways

Evidence of transfer skills may include:

Applying skills and knowledge in unfamiliar situations Comparing conceptual understanding across multiple subject groups and disciplines Combining knowledge, understanding and skills to create products or solutions Transferring current knowledge to learning of new technologies Changing the context of an inquiry to gain different perspectives


Criterion C – Communication and Social (collaboration) skills: Students demonstrate communication skills by exchanging thoughts, messages and information effectively through

interaction and reading, writing and using language to gather and communicate information. They demonstrate

social (collaboration) skills by working effectively with others. Evidence should be found in the ‘Taking action’ and

‘Investigating’ sections of the written report or in the product or outcome of the project. Evidence may also be found in

the appendices or other sections of the report. Evidence of communication skills may include:

Giving and receiving feedback (not necessarily only from their project supervisor) Using appropriate speaking and written techniques for dealing with different audiences Negotiating ideas and knowledge with peers, teachers or others (possibly as part of research) Collaborate and share ideas (may be part of the product) Make inferences and draw conclusions Write for different purposes Paraphrase and take effective notes Organize and depict information logically Structure information in the written report

Evidence of social (collaboration) skills may include:

Demonstrating empathy Helping others to succeed Taking responsibility for one’s own actions Listening actively to perspectives and ideas of others Giving and receiving meaningful feedback

Criterion D – Reflection skills: Students demonstrate reflection skills by (re-)considering the process of learning; choosing and using ATL skills. Evidence should be found in the ‘Reflecting’ section, or in other sections of the written report.

Evidence of reflection skills may include:

Developing new skills, techniques or strategies for effective learning Identifying strengths and weaknesses of personal learning strategies (self-assessment) Trying new ATL skills and evaluating their effectiveness Considering increased knowledge and understanding relating to the project topic Considering ATL skills development Considering their development as a learner

Service and Action Reflections

Instructions: To complete the Service and Action portion of the MYP, you will need to demonstrate you have met four of the eight Learning Outcomes through reflection. Your reflections must make clear connections between your activities, and your involvement in those activities, to the Learning Outcomes (on the next page). Complete a minimum of four sections. (There will be a template on Schoology for you to fill out; this is just an example of what it will look like).

8 Learning Outcomes Increased their awareness of their own strengths and areas

for growth

Shown perseverance and commitment in their

activities

-I volunteered for four hours at the craft fair on a

Saturday. I was selling cupcakes at the welcome table to

raise money for special projects. I was surprised at how

nice the craft fair visitors were, but not a lot people

wanted cupcakes. At the end of the day I helped clean up

the table and put all our signs away.

-I have never like making small talk or having

conversations with people that I do not know. I

volunteered for the craft fair because I needed service

hours and my friends were going. The teacher supervisor

encouraged me to be more welcoming to the visitors as

they entered the school. I wasn’t very successful until the

supervisor gave me some tips. For instance, I would

complement their clothes (make a comment about the

Broncos) or ask them what crafts they were more

interested in before trying to sell the cupcakes. This really

helped the sales. In the end, I feel like I gained some sales

skills and I feel more comfortable making small talk with

adults.

Undertaken new challenges Engaged in issues of global importance

Planned and initiated activities Considered the ethical implications of their actions

Worked collaboratively with others Developed new skills

This reflection shows that a student participated

in Service and Action, but is a simple summary.

It does NOT connect to the learning outcome.

This reflection both shows participation and

makes a clear connection to the learning

outcome.

Service and Action Learning Outcomes

The MYP strives to educate the whole person; serving and acting in your community is part of

that education. By the end of 10th grade, you should be able to reflect on how you have grown

and met four of the eight Learning Outcomes below. (Completing the Personal Project counts

as evidence towards meeting these Outcomes).

Increased awareness of strengths and areas for growth

Students are able to see themselves as individuals with various skills and

abilities, some more developed than others, and understand that they can

make choices about how they wish to move forward.

Undertaking new challenges

A new challenge may be an unfamiliar activity, or an extension to an

existing one.

Planned and initiated activities

Planning and initiation will often be in collaboration with others. It can be

shown in activities that are part of larger projects, for example, ongoing school activities in the

local community, as well as in small student‐led activities.

Working collaboratively with others

Collaboration can be shown in many different activities, such as team sports, playing music in a

band, or helping in a kindergarten. At least one project, involving collaboration and the

integration of at least two of creativity, action and service, is required.

Showing perseverance and commitment

At a minimum, this implies attending regularly and accepting a share of the responsibility for

dealing with problems that arise in the course of activities.

Engaged with issues of global importance

Students may be involved in international projects but there are many global issues that can be

acted upon locally or nationally (for example, environmental concerns, caring for the elderly).

Consideration of ethical implications

Ethical decisions arise in almost any activity engaging in the community

(for example, public park improvement initiative, tutoring an

elementary student, in relationships with others involved in service

activities). Evidence of thinking about ethical issues can be shown in

various ways, including journal entries and conversations with

coordinators, teachers, and CAS advisers.

Developing new skills

As with new challenges, new skills may be shown in activities that the

student has not previously undertaken, or in increased expertise in an established area.

Return This Page

Supervisor Slip:

I, ___________________________________ (Supervisor’s printed name),

agree to supervise __________________________________ (Student’s printed

name) for the 2019-2020 School Year Personal Project. The student agrees to set

up regular meetings with the Supervisor (at least once a month) to discuss

progress.

Supervisor’s signature: ____________________________________

Student’s signature: ____________________________________

Academic Honesty Contract:

I commit to:

Completing the Personal Project and Final Report by the due dates that are

listed in the PP Student Guide

Meeting regularly with my supervisor to discuss the progress of my

Personal Project and Final Report

Using the advice of my supervisor, family members and/or mentors to assist

in the completion of the Personal Project

Submitting a Personal Project and a written Final Report, which is my

OWN work

Student Signature:___________________________________

Date:_________________

Give this page to Supervisor

Student Contact Information:

Student Name: ________________________________

Student Email: ________________________________

Student Schedule:

Period Semester 1 Semester 2

B1

B2

B3

B4

G1

G2

G3

G4

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