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Marymount Academy

International

IB Middle Years Program

2014-‐2015

Personal Project Guide

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Personal Projects Marymount Academy

Content

Section I

1. Introduction 2

2. Important dates and deadlines 3

3. What is a Personal Project? 9

4. Supervisor and Mentor 12

5. The Process Journal 13

6. Personal Project Assessment Criteria 16

Section II

GUIDELINES AND FORMS

1. a) Global Contexts 24

b) Identifying the Global Contexts for the project 26

2. Selecting a topic for my personal project 28

3. Writing the Project Proposal 29

4. a. Personal Project Proposal Sheet 31

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b. Supervisor Contract Form 32

c. Mentor Contract Form 33

d. Log sheet 34

5. Timeline 35

6. Annotated Bibliography 36

7. Progress Report Evaluation Form 39

8. Personal Statement Guideline 40

9. Final Presentation

10. Checklist for Submitting Project

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1. INTRODUCTION

Dear Students,

Welcome to the MYP Personal Project. This guide is intended to help with your Personal Project. It contains the information and answers to the questions that you most likely have about the Personal Project process. The information is based on the official IB Personal Project Guide that was updated in 2014.

This guide contains sections to help you with selecting a topic, planning and working on the project. Each section is designed to help you proceed through the required steps of the Personal Project. Each step is directly linked to the evaluation process; therefore it is essential to complete each step. Before you start working on your project write the key dates in your agenda. Plan the work for your project according to the specified dates, not only will this help you stay on task it will also ensure an outcome that is outstanding.

Another means to ensure your success is having a Supervisor; each student must select a teacher in the school as their Supervisor for the Personal Project. The Supervisor will oversee your progression throughout the year. You are expected to meet regularly with your supervisor, keep a record for each meeting and be sure to document the feedback they provide. A similar process can be held outside of school by selecting various mentors who will help and motivate you through your project. As with the Supervisor, schedule regular meetings with your mentors and be sure to keep a record of such meetings in your Process Binder.

For the award of a MYP Certificate you must achieve a minimum grade of 3 out of 7 on the Personal Project. It is essential that you pay particular attention to the description of the assessment criteria because this will help you measure your success. Each step outlined in this guide is linked to one of the Criterions A to D. A

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completed Personal Projected will consist of a final outcome as well as the Process Binder which contains all the work related to the project. Incomplete work or work that has been plagiarized will be subject to non evaluation. The Personal Project will be evaluated 3 times, by your Supervisor, a moderating committee and judges in front of which you will present your project.

Let me tell you that you should really enjoy doing your project. This means picking something that you a re really interested in. After all it is your project.

I look forward to seeing all your wonderful projects.

International Baccalaureate

Coordinator

R. Khodaie

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2. IMPORTANT DATES AND DEADLINES

Personal Project Timeline

It is your responsibility to hand in your work according to these deadlines, if they are not met this will affect your overall mark. All Projects are due on March 11th, 2015. Projects not submitted will result in the loss of the IB Certificate.

Date Meetings/Deadlines Instruction

May 30th 2014

Project Proposal & Supervisor Contract (submitted at the IB office)

-‐Follow the required steps and the guidelines for choosing a project and writing a Project Proposal. -‐Select a teacher in the school as a Supervisor and have them sign the Supervisor Contract.

June 9th

2014

Personal Project

Approved

-‐In receiving an approved project proposal please inform Supervisor and discuss a rough timeline for your project.

-‐If project proposal is denied a new proposal must be submitted within one week.

Summer

2014

Enjoy the summer as you prepare for the final year of your high school career!

For many this will be a great time to work on and gather information for your project, by doing so you will have the opportunity to create a great project without the stress of all the class work you will have throughout the school year.

Monday

September 15th 2014

Final changes to proposal/ Supervisors / Change of topic

If you need to change anything, you should do it during summer. No changes will be considered after this date.

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Wednesday September 24th 2014

Project Timeline

-‐Follow the guidelines for creating a Project Timeline. -‐Review the Timeline with your Supervisor and record the feedback provided. -‐Revise your Timeline and submit it to the IB office, within a week of the assigned due date.

October 15th 2014

Annotated Bibliography

-‐Follow the guidelines for creating an Annotated Bibliography. -‐Review the Annotated Bibliography with your Supervisor and record the feedback provided. -‐Revise your Annotated Bibliography and submit it to the IB office, within a week of the assigned due date.

November 12th 2014

Progress Report Evaluation #1

-‐Meet with your Supervisor in order to show and discuss the progression of your project. -‐Provide your timeline, your Process Journal and your work for the project to indicate how you have been on task and to receive some feedback. -‐Have your Supervisor fill the Progress Report Evaluation Sheet.

December 18th 2014


-‐Meet with your Supervisor in order to show and discuss the progression of your project. -‐Provide your timeline, your Process Journal and your work for the project to indicate how you have been on task and to receive some feedback. -‐Have your Supervisor fill the Progress Report Evaluation.

End of January

2015


-‐Meet with your Supervisor in order to show and discuss the progression of your project. -‐Provide your timeline, your Process Journal and your work for the project to indicate how you have been on task and to receive some feedback. -‐Have your Supervisor fill the Progress Report Evaluation.

February 11th 2015

First Draft of Personal Statement

(submitted to Supervisor)

-‐Give your Supervisor the First Draft of your Personal Statement. -‐Revise your Personal Statement according to your Supervisors feedback.

March 11th 2015

Personal Project Due

(submitted at the IB office)

Hand in your Process Binder which includes all the material related to your project: Process Journal, Personal Statement and your Supervisors Evaluation of your Project.

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March 11th 2015

Personal Project Due

(submitted at the IB office)

Hand in your Process Binder which includes all the material related to your project: Process Journal, Personal Statement and your Supervisors Evaluation of your Project.

TBD April/ May 2015

Personal Project Fair

-‐Presentations of Personal Project in front of a panel of judges compiled of your Supervisor and other teachers and displayed for other IB students to view.

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3. WHAT IS A PERSONAL PROJECT?

The Personal Project is an independent study that is selected and developed according to a particular topic that you which to explore. Remember, you will be working on this project for an extended period of time, so it needs to be something you are excited and motivated to see it through its completion.

The Personal Project is a reflection of your experiences in the IB program; it shows the skills you have developed through Approaches to Learning and your understanding of the Global Contexts. The project is an excellent opportunity to share with others something that is of great interest to you.

Before you decide what project you will develop you must decide what type of project you will produce. There are five central types of projects that you can develop:

! Art Production-‐creating a project that involves either visual art, drama, creative writing or music

! Documentation-‐documenting your involvement within a school extracurricular activity or the development of a personal goal

! Entrepreneurship –developing and marketing a product that can be potentially sold in order to raise money or awareness for a particular social group or cause

! Event-‐organizing an event that benefits the school community

! Research Essay-‐a formal research essay minimum 3 500 words on a specific topic of interest

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Whichever type of Personal Project you decide on, it should:

o have a clear and achievable goal that is relevant to you and one that you will

be committed to achieving

o be focused on one Global Context

o allow you to express a truly personal message that can reflect a special

interest, hobby, unique ability, or concerns about a particular issue

o a make a connection to the school community

o challenge your knowledge, skills and techniques in an appropriate way

o be the result of your creativity and initiative that indicate organization and

planning

o be entirely your own work—authenticity is very important

Your project must not:

• be part of any assessed course work form one of your classes

• include any form of plagiarism, if so the project will not be evaluated

• take over your whole personal and social life, nor interfere with your studies

Even though it will involve many hours of work, the key to success is to organize and plan your time well. You should spend approximately 1 to 2 hours per week on the project, in order to avoid feeling overwhelmed by an accumulation of work.

Remember if it is out of sight it is out of mind

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In working consistently you will be prepared for dealing with the challenges that arise.

By following the required Steps you will produce a project that will contain all the necessary elements that are connected to the evaluation criteria (pg 15). There are a few required steps to complete a Personal Project. Your Supervisor and mentor can help you and motivate you to accomplish the work well. Each step could be linked with a specific objective; it is important to understand the Objectives A to D as this is a means to ensure you have the required work as well as a guideline to measure your success.

A completed Personal Project involves a final outcome and the Process Binder. The Process Binder will include clearly indicated sections that contain your proposal, your timeline, your research in an annotated bibliography format, records of Supervisor and mentor meetings, the Process Journal and the Personal Statement. Before you hand in the Personal Project you will have your Supervisor evaluate your project and include this evaluation in the Process Binder. The three most important elements of the Personal Project is the Supervisor/Mentor, the Process Journal and the Evaluation Criterions.

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4. SUPERVISOR AND MENTORS

After you have thought of an idea for your Personal Project you will select a teacher or a support staff member who will be your Personal Project Supervisor. The supervisor’s role is to guide you through the project and to provide the first evaluation for the final outcome and overall process. You will meet regularly with your supervisor to discuss your progress, and to get feedback and advice. While there will be several compulsory meetings (see the list of important dates) it is your responsibility to meet with your supervisor as often as necessary. It is also your responsibility to keep appointments, meet deadlines and take all the necessary materials to the meetings with your supervisor. These terms are stipulated in the Supervisor Contract Form, that both you and your Supervisor sign together to signify a commitment to producing quality work. This contract will be given to the Personal Project Coordinator along with the Project Proposal.

Having a Supervisor is an important part of the process because it helps you keep on task for the project. In learning to keep track of all the deadlines and following the required steps your Supervisor will support you and encourage you along the way. For each meeting be sure to record what was discussed concerning the project in your Process Journal and have your Supervisor sign a Log Sheet that indicates the date and the duration of the meeting. For certain regulated meetings your Supervisor will evaluate your progression as a means to assess your current developments in creating your project.

A mentor can be anyone from outside of school that can offer you considerable guidance in developing your project. You can have various mentors but you are not obligated to have one. In the case that you do select a mentor be sure to document your meetings in the Process Journal, and as with the Supervisor, have your mentor sign a Log sheet that indicates the date and the duration of the meeting. It

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is important to build a network of support in relation to your Personal Project because it will help sustain focus in achieving your goal.

Ps: Chose your supervisor well, if your supervisor is too busy, he/she will not be able to give you the time you require to guide you. Though you should feel comfortable with your supervisor, he /she can only guide you through your work. The supervisors should not do the work for you.

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5. THE PROCESS JOURNAL

The “Process Journal” is a very important element in your Personal Project. It is a document that contains all the supporting work and evidence of how you developed your Personal Project. Essentially it is a reflection of the commitment you displayed in answering the guiding question for you project. The method for documenting the process can vary depending on your preferences. It can be hand written, visual, audio or a combination of these and might include both paper and electronic formats. It must indicate regular use so be sure to always record the date when using your Journal. Quality of work is essential rather than quantity.

The Process Journal is.….

The Process Journal isn’t….

• begun at the very start of the project and used throughout the entire process

• a place for planning, organizing and exploring ideas

•a place for recording advice and feedback from supervisor, mentors, teachers or other contributors

• a place for storing useful information—

• used on a daily basis (unless you find this is useful)

• written up after the process has been completed

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

• a diary with detailed writing

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quotations, pictures and ideas that you generate from your research

• a place for reflection on stages of the project and on the learning that occurs

• a place for evaluating work completed

• used to produce your Personal Statement and the Presentation Report

about what was done

• a static document with only one format

Documenting the process might include:

• Notes from various sources • Mind Maps

• Reflections on accomplishments or challenges • Pictures

• Checklists for keeping on task or for materials • Charts

• Questions and Answers related to your A.I. • Annotated illustrations

Be creative and innovative, in how you use your Process Journal!

Your Process Journal is a reflection of how committed you are in pursuing and developing your project to its full potential.

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6. PERSONAL PROJECT ASSESSMENT CRITERIA

The following assessment criteria have been established by the IB for the Personal Project in the MYP.

Objective A:

Investigating

i. Define a clear goal and global context for the project based on Personal interests.

ii. Identify prior learning and subject-‐specific knowledge relevant to the project.

iii. Demonstrate research skills

Objective B:

Planning

i. Develop criteria for the production /outcome

ii. Plan and record the development process of the project

iii. Demonstrate Self-‐management skills

Objective C:

Taking action

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

ii. Demonstrate thinking skills. iii. Demonstrate communication and

social skills.

Objective D:

Reflecting

i. Evaluate the quality of the product / outcome against criteria

ii. Reflect on how completing the project has extended their knowledge and understanding of the topic and the global context.

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

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Each objective is assessed on a scale of 1 to 8. For each objective there are level descriptors that indicate the level of achievement. You should aim to achieve an 8 for each objective, as this is your rubric for the Personal Project. All the objective cover the steps for the completion of the Personal Project, if you skip one of the steps your overall mark will be greatly affected.

The Personal Project will be evaluated 3 times, to ensure a mark that best reflects your project. The first evaluation is completed by your supervisor who will have witnessed your progression throughout the time provided for the project. The second evaluation will be assessed by a Monitoring Committee that will assess all the projects and the last evaluation is completed by a panel of judges before whom you will present your project. An average of all three evaluations will be the grade that is given for your project.

Please note that the final mark will be given by the IB Organization as your projects will be sent for a certified monitoring assessment process that will lead to an official IB Certificate provided your mark is at least a 3 out of 7.

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6-‐ THE PERSONAL PROJECT ASSESSMENT CRITERIA

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APPROACHES TO LEARNING

The approaches to Learning Skills are developed throughout the five years of the MYP programme. They give the student a solid foundation in developing skills that make them better in learning independently, reflect on the process and learning, developing strategies to move forward and be responsible citizens. You need to be able to demonstrate the Approaches to learning skills throughout your report.

Objective A: Investigation

Collaboration, critical thinking, creative thinking, information literacy, media literacy and transfer

Objective B: Planning

Collaboration, organization, critical thinking, creative thinking, organization and reflection

Objective C: Taking Action

Organization, critical thinking, creative thinking, communication transfer and collaboration

Objective D: Reflecting

Communication and reflection

By creating your Personal Project, you will be able to show how well you have developed your own Approaches to Learning. Here are some examples:

• Organization: planning a timeline for your project

• Collaboration: working with your supervisor

• Communication: using your process journal

• Information literacy: referencing your sources

• Reflection: reflecting on what you have learned

• Thinking: creating ways to evaluate your product

• Transfer: applying research results to your project

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Section II

Guidelines and Forms

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APPENDIX 1-‐ GLOBAL CONTEXTS

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Ref: Personal Project Guide, IBO 2014 Pg 30-31

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APPENDIX 2-‐ SELECTING A TOPIC FOR THE PERSONAL PROJECT

Choosing a project can be a very overwhelming procedure because you must be committed to working on it and completing it to the best of your abilities. Start by following the proposed activities in your Process Journal:

-List 10 things that you are interested in or passionate about

-List at least 5 strengths and 5 weaknesses

(use your strengths to your advantage and the weaknesses as perhaps a means to further explore and improve)

Type of project: Look of the 5 basic types of projects mentioned in the first part of this guide and chose which type of project interests you the most and think of at least 3 project ideas for this format.

Global Context: Carefully read over each definition of the Global Context and chose one which you would like to fully explore and answer the key questions.

What is the purpose of your project?

-What is your learning goal?

-How can you connect your project to the community? (contribute your time, provide a service or raise awareness)

-How will you develop your autonomy? (developing skills that will enable you to become more self-motivated and independent in order to achieve your goals)

The following are more questions that can help you chose a project:

Which Global Context interests me most? Why?

Which school projects have I enjoyed the most? Why?

What type of things do I like learning about?

I am concerned and feel very strongly about the following local/national/global issues because…

What is my preferred learning style? (Visual learner, Auditory Learner or Kinesthetic Learner)

Discuss the possibilities of creating a project that best suits you with a variety of people, such as your friends and family, or teachers and coaches as they might provide certain insights or ideas that you have overlooked.

Once you have a general idea discuss it with your Supervisor who will give you some feedback as to how you will develop a guiding question related to the project.

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APPENDIX 3-‐ WRITING THE PROJECT PROPOSAL

Once you have an idea you will write a Personal Project Proposal. The following is a guideline for the proposal:

The proposal will be typed using #12 font size and is a minimum of 500 words.

-it is a persuasive writing piece, essentially you are pitching your main idea to the IB Coordinator who will either approve or deny the proposal

-you must cover the following questions:

1. What are you going to do?

2. Why are you doing this project?

3. How will you get it done?

4. Who or what resources are going to help you complete the project?

5. When or where will it take place?

6. What purpose does it serve?

Things to keep in mind for your proposal:

-use a clear, concise, coherent writing style, free of jargon, unrelated or not enough information

-meticulously edit and proofread so that there are no grammatical errors, misspellings, or typos

-has a project title that is appropriate and descriptive

-has clearly stated goals and objectives that are linked to one of the Global Contexts

-clearly describes the methods that will be employed, which facilities or location will be used and a brief timetable of events

-discusses potential pitfalls and alternative approaches

Format:

Title page: title of project, date, Name, Supervisor’s name

Introduction:

What inspired you to choose your Personal Project?

Brief description of project, your goal and chosen global context.

Main Body of Work:

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1st paragraph-provide a detailed description of both your project and your goal

2nd paragraph-explain the connection of the global context to your project and your guiding question

3rd paragraph-provide an outline of how you will create your project, list the steps required and the materials you will need, discuss possible challenges and how you will you deal with them

Conclusion:

Restate your goal and be very specific about what you hope and intend to achieve it in completing this project.

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APPENDIX 4-‐A PERSONAL PROJECT CLASS OF 2014-‐15

Name_____________________________________________________________________

Supervisor:_______________________________________________________________

Brief Description:

Final Product:

Work of Art ☐ Literary Fiction ☐ Invention / Creation ☐

Event ☐ Magazine / Book ☐ Other ☐ ____________________________

Global Context:

Identities and relationships ☐ Orientation in time and space ☐

Personal and cultural expression ☐ Globalization and sustainability ☐

Scientific and Technical innovation ☐ Fairness and development ☐

Signature of the student: ___________________________________________________

Signature of the parent:_____________________________________________________

Signature of the Supervisor: _________________________________________________

Due date: 30th May 2014 to Dr. Khodaie

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APPENDIX 4-‐B PERSONAL PROJECT SUPERVISOR CONTRACT

Student’s name: ___________________________ Date: ______________________________________

Supervisor’s name: ___________________________ Subject: ____________________________________

Supervisor’s signature: ___________________________________________________________________

Project title: ____________________________________________________________________________

Dear Supervisor, Thank you for supporting the students Personal Projects. The IB Middle Years Program Personal Project is the culminating activity that demonstrates the skills and attitudes the student has acquired while participating in the MYP. During this project, the student should demonstrate and articulate to you an understanding of the Global Contexts and their relationship to academic subjects. In addition, the student must demonstrate the personal involvement, attitude, and talent needed to produce an independent research project. The supervisor’s tasks are as follows: (Please ask for the Personal Project Supervisor Guide.) 1. Set regular meeting times with the student. They don’t have to be long, just enough time to check the student’s progress and answer questions. It is suggested that you meet at least once a month*.

! Your first meeting should clarify the student’s topic and the global context link. ! You should also offer advice about setting clear goals and expectations.

2. There are three required evaluation progress reports to be submitted between November and January*. 2. Sign and date the student’s log sheet each time you meet; provide ongoing feedback and comments as appropriate*. 3. Advise the student of appropriate informational sources. 5. Encourage the student and show enthusiasm for their project. 6. Provide an evaluation to the student during your last meeting*. 7. Attend the student’s Personal Project fair, if at all possible. * The onus is on the student to approach you for any meeting, evaluation or help. They must have all their work and materials as well as the necessary forms. Thank you for consenting to help this student during this process of discovery, learning, and reflection. As the supervisor, you play a pivotal role giving the student individual attention, guidance, and encouraging words. Please remember that this is probably the student’s first truly self-assigned independent work: Allow for mistakes and assist the student in learning from them. The project should be a journey of discovery – is some ways the process is more important than the final product. The final quality of this student’s project is his or her responsibility, NOT YOURS! This is in no case a reflection of your interaction with the student, which we hope is positive. Thank you for volunteering to help our student! Please contact Ramin Khodaie at [email protected] if you have any questions or commen Sincerely, Ramin Khodaie IB Coordinator

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APPENDIX 4-‐C PERSONAL PROJECT MENTOR CONTRACT

Student’s name: ___________________________ Date: ______________________________________ Mentor’s name: ___________________________ Occupation: ________________________________ Mentor’s signature: ___________________________Phone: ____________________________________

Email: _____________________________________

Dear Mentor, Marymount Academy International is an authorized International Baccalaureate World School whose aim is to develop inquiring, knowledgeable, and caring young people who help to create a more peaceful world through intercultural understanding. The objectives of the IB Middle Years Program (MYP) are designed to teach students to become independent learners who can recognize relationships between school subjects and the world outside, who can adapt to new situations and combine relevant, practical knowledge to solve real-life, authentic problems, and who can use social awareness to demonstrate a highly developed understanding of respect when working alone or in groups. The IB Middle Years Program Personal Project is the culminating activity that demonstrates the skills and attitudes the student has acquired while participating in the MYP. During this project, the student should demonstrate and articulate to you an understanding of the Global Contexts and their relationship to academic subjects. In addition, the student must demonstrate the personal involvement, attitude, and talent needed to produce an independent research project. The mentor’s tasks are as follows: 1. Attend a one-hour orientation with the IB coordinator at the school. (Please contact as soon as possible.) 2. Set regular meeting times with the student. They don’t have to be long, just enough time to check the student’s progress and answer questions.

! Your first meeting should clarify the student’s topic and the Global Context link. ! You should also offer advice about setting clear goals and expectations.

3. Sign and date the student’s log sheet each time you meet; provide ongoing feedback and comments as appropriate. 4. Advise the student of appropriate informational sources. 5. Encourage the student and show enthusiasm for their project. 6. Provide an evaluation to the student during your last meeting 7. Attend the student’s Personal Project fair, if at all possible. Thank you for consenting to help this student during this process of discovery, learning, and reflection. As the mentor, you play a pivotal role giving the student individual attention, guidance, and encouraging words. Please remember that this is probably the student’s first truly self-assigned independent work: Allow for mistakes and assist the student in learning from them. The project should be a journey of discovery – is some ways the process is more important than the final product. The final quality of this student’s project is his or her responsibility, NOT YOURS! This is in no case a reflection of your interaction with the student, which we hope is positive. Thank you for volunteering to help our student! Please contact Ramin Khodaie at [email protected] if you have any questions or comments. Sincerely, Ramin Khodaie IB Coordinator,

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APPENDIX 4-‐D LOG SHEET

Name of Student:____________________________________ Project title:_________________________________________ Supervisor / Mentor:__________________________________ Date Duration of meeting On task (Yes) / Not

on task (No) Supervisor / Mentor Signature

APPENDIX 5– TIME LINE

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A timeline is often used as a project tool to either identify specific moments in time or to provide a step by step plan and time frame of how and when a project will be completed.

There are many different types of timelines from horizontal to vertical designs; however for your project you will be producing a linear timeline. A timeline that chronologically lists the steps you will need to perform in order to complete your project by March 1st. You need to plan and decide what the necessary steps are in order to successfully complete your project.

The timeline will indicate a monthly overview of how you will work on your project weekly. For each week write a detailed description of what you will need to do. Therefore you will start with the month of June, up until the last week of February. For the summer holiday period you do not have to indicate a weekly breakdown. The timeline is a very useful tool that will help you stay on task as well as plan and organize your project efficiently.

Example:

October:

Week of the 3rd -9th:

Revise my annotated bibliography, meet Supervisor for feedback.

Week of the 10th-16th:

Meet with my supervisor/mentor and arrange a structured schedule to meet about the projects development throughout the year. Use supervisor / mentor to help plan and organize my project.

Week of the 17th -23rd:

Work on my first stage of the project, meet Supervisor for feedback.

Week of the 24th -30th:

Go to the Library and review more sources.

All timelines will be typed (12 font size); with a cover page that includes your projects title, your name, the date and your Supervisor’s name. Please proof-read your work and double space.

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APPENDIX 6– ANNOTATED BIBLIOGRAPHY

Whether your project involves writing a research essay or a production you must include an annotated bibliography.

WHAT IS AN ANNOTATED BIBLIOGRAPHY?

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

THE PROCESS

Creating an annotated bibliography calls for the application of a variety of skills: concise account, to the point analysis, and informed library research.

First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.

Write a concise annotation that summarizes the central theme or issue of the source. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited and (d) explain how this work relates to your project.

Your annotated bibliography must include a minimum of 12 resources, which are divided into several categories. Wikipedia will not be an accepted reference; you can use it but it cannot be included in your annotated bibliography. Follow the links off Wikipedia as these may lead to more serious and reliable resources.

Categories for the Annotated Bibliography:

Books: 3 sources

Magazine/Newspaper Article: 3 sources

Internet: 3 sources

Other (Audiovisual, Interview, Film, Pamphlets or from the other categories): 3 sources

Each source must be appropriately cited in M.L.A. format, (Modern Language Association of America).

Plagiarism is not acceptable and if this is found within any aspect of your work it will not be evaluated.

When in doubt cite!

Here is how you find and apply the information for the bibliography in MLA format:

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APPENDIX 7– PROGRESS REPORT EVALUATION FORM

Name of Student:____________________________________

Project title:_________________________________________

Supervisor:___________________ Signature:____________________

Date:________________________

Please circle the most appropriate description for each question

1. Has the student been using their process journal?

Minimal Some Satisfactory Well developed

2. Is the student on task according to their timeline?


3. Has the student progressed and shown evidence in achieving their goal?


4. Has the student changed or altered the specifications of their project?

No change Some Minor Changes Some changes Major changes

Any changes to the specifications must be justified and approved by the PP coordinator.

Comments:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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APPENDIX 8 -‐ PERSONAL STATEMENT GUIDELINE

The personal statement involves your reflection about having created and completed a Personal Project. This essay is an opportunity for you to demonstrate how and what you learned throughout the various procedures involved in completing your Personal Project. You must make reference to the Global Context that is related to your project and your guiding question. Explain how you achieved your goal and what you learned from the experience. Images or photographs can be included.

The following is a guideline for your personal statement:

Title Page:

-title, name, date, Supervisor

Introduction:

-why you chose the your project, what motivated or inspired you

-what was the purpose, eg. to learn a new skill, to raise awareness

-clearly define the goal you set for your project

Main Body of Work:

1st paragraph- describe the steps that you followed to create your project and how you

extended it to the school community

2nd paragraph- explain the connection to the Global Context and how you answered

your guiding question

3rd paragraph- explain and analyze the results or findings made as a result of the project

4th paragraph-according to the specifications that you set for the project how well did

you meet them and what did you learn from creating your project

Conclusion:

-restate what the goal for the project was and how well do you believe that you achieved this goal

-what skills did you enhance or gain from the experience which you might further explore or apply in the future

Include a bibliography for all work that is cited or images.

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APPENDIX 9– FINAL PRESENTATION

Purpose:

-to show and explain your Personal Project in its completion

-to present your process and the various steps you took to produce and complete your project

-to explain what you learned from this experience and what skills did you either gain or enhance

WHAT MUST YOU INCLUDE IN YOUR PRESENTATION?

First Part:

-you will show and explain the final product or outcome of your project

1. Explain why you chose to do such a project

2. Explain the goal and specifications

3. Explain your guiding question and the Global Contexts

Second Part:

-summary of what you accomplished and how you achieved your goal

1. Steps/process, how did you extend the project to the school community

2. Research, how did you apply it in your project

3. Images of your process

Third Part:

-explain what you have learned from the experience of creating and completing your project

1. What previous skills did you integrated in your project?

2. What skills have you gained or improved?

3. Explain what you believe you could apply from this experience towards your future

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Power Point Overview:

-be sure to use either a dark background with light print or vice versa so that viewers can clearly see the information

-use point form as cue to recall information

-spacing, do not overcrowd a slide

-animation should enhance rather than distract viewer’s attention

-images should be in focus, if not don’t use the image

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APPENDIX 10 – CHECKLIST

The materials related to your project are all to be included when you submit the project. All documents are to be organized in a binder or portfolio according to the order of the following list within the required sections, create a title page and a table of content:

Project Proposal

o Original Project Proposal o New Project Proposal (if original was denied or if major changes occurred)

Process Work

o Process Journal o Calendar with scheduled due dates and the times you put aside to work on your project o Timeline

Research

o Annotated Bibliography o All documents printed or photocopied from the various sources you used o Rough copies of written or visual work (photographs of work in progress) o Contact letters created to inform or request information or location for organized events

Supervisor / Mentor

o Log Sheet of meetings with Supervisor / mentor o printed communications between Supervisor / mentor o Contracts

Project Product

o Final Product or Outcome documented

Personal Statement

o Personal statement

marymount* academy* international*marymount.emsb.qc.ca/documents/marymount academy...

Documents