International Baccalaureate

Middle Years Programme

Personal Project Handbook for Parents, Supervisors, and

Student Advisory Group (SAG)2015 – 2016

Columbia High

School

HuntsvilleCity

Schools

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

Personal Project at a Glance

What will student be required to do in this project?

1. Record the process they go through as they complete their projects.

2. Create a products.

3. Achieve a measurable outcome because of the products they 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 projects 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 students with the project?

PROJECT SUPERVISORStudents will be assigned a supervisor to support them in the focus, organization, and development of their projects. Their 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 their explanations of their process of inquiry and project development and to support them in keeping on track, but not to contribute to their body of work.

Students must communicate on ManageBac and take responsibility for meeting with their supervisors on a regular basis in order to make sure they complete the various stages of the project according to the deadlines that have been set. What they discuss at these meetings must be documented in ManageBac and on the Academic Honesty Form (Appendix 1, page 24). These forms (one per meeting, 8 meetings total) must be completed and turned in

2015-2016 School Year Personal Project Timeline for students

Monday 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 #2

Aug 24th Investigating Activity #3

Aug 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

Oct 26th Planning Activity #3

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!3/31 & 4/1 = internal moderation with ALL supervisors;

4/4 = moderation consolidation; 4/8 = grades in IBUS; 4/20 = samples in IBUS

Personal Project Up CloseThe 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

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

Process Journal explanation for students

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- 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 NOTWhat is the Process Journal?

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!”)

Explanation of CHS Staff Roles for students

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.

Your role in working with your supervisor

Supervisor’s role in working with you

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.

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

Explanation of the Report for students

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 04/11/16

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

Explanation of the Project Assessment for students

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: InvestigatingIn 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

Personal Project Assessment

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

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

Achievement Level Level Descriptor

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

Achievement Level Level Descriptor

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

Achievement Level Level Descriptor

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

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

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

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

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

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

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.

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

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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.

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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.

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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.

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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.

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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

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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.

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.

Personal Project Report Checklist- ALL Report Types