Mini Personal Project Guide

Student’s version Middle School

10/8/2015

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1. General Guidelines

WHAT IS THE MINI PERSONAL PROJECT ?

The Mini Personal Project is a simplified and modified version of the MYP Personal project.

It provides an excellent opportunity for students to produce a truly personal and creative work of their choice.

It demonstrates the skills they have developed through Approaches to learning.

WHAT IS THE NATURE OF THE MINI PERSONAL PROJECT?

Along with the eight subject groups, the six global contexts form the core of the programme.

The global contexts are central to the experience of the mini personal project.

Students may discover a sense of autonomy and confidence in their own learning.

It can be very rewarding for supervisors to work with individual students and see their development.

It can be a creative piece of work or it can be a piece of writing based on a particular topic.

WHAT ARE THE STEPS TO FOLLOW ? The steps of the project development are as follows: • Choose and research the subjects and themes by focusing on one Global Context and the Essential Question.

Plan the project. • Research and collect the required materials. • Work on the project individually.

Contact your supervisor regularly. • Use the project journal effectively. • Present the result.

WHAT IS THE ROLE OF THE SUPERVISOR?

provide guidance to students in the planning, research and completion of the mini personal project.

encourage students to test and develop their own ideas.

encourage students to meet deadlines.

give students informative feedback on their work during and after the meetings.

cooperate closely with the IT instructor.

report to the MYP Coordinator about the process and progress of the project. • assess the project according to the criteria.

WHAT IS THE PURPOSE OF THE MEETINGS WITH THE SUPERVISOR?

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• discuss using appropriate resources and analyse different resources to use. • brainstorm the Global Context that the project focuses on. • discuss how to organize the project plan and to present the final project. • review their project when necessary. • give feedback and make suggestions in accordance with the assessment criteria

that will be used in the assessment of the project.

WHAT IS THE ROLE OF THE IT INSTRUCTOR?

introduce the guidelines how to develop the project online

kep track of the information uploaded online

guide the students if they need some help in terms of IT issues

work closely with the supervisors and the MYP Coordinator

WHAT IS THE ROLE OF THE MYP COORDINATOR?

introduce the procedure and requirements of the project.

make sure all the students have chosen the supervisors.

instruct the teachers and students about the project.

keep track of the process.

evaluate the reports given by the supervisors.

work closely with the IT instructor during the process.

organıse the project presentation.

collect the evidence of the results of the projects. WHAT ARE THE RESPONSIBILITIES OF THE STUDENT?

come to the meeting with the supervisor with appropriate and necessary materials.

get in touch with your supervisor in advance if he/she is unable to attend a scheduled meeting.

be prepared to have work evaluated and to take notes on plans and ideas

discussed.

ask your supervisor for advice and feedback about his/her project goal and process for completion, and take the supervisor’s comments seriously.

interact with your supervisor in a positive and respectful manner. WHAT SUPPORT IS GIVEN TO THE STUDENTS DURING THE PROJECT?

guidelines about the mini personal project

a timetable with deadlines

the assessment criteria

advice on how to keep and use a process journal

the importance of personal reflection and analysis

formative feedback

the importance of positive attitudes such as initiative, willingness to correct or perfect their work,

responsibility and a sense of organization

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the requirement for academic honesty. WHAT IS THE SIGNIFICANCE OF THE ACADEMIC HONESTY IN THE MINI PERSONAL PROJECT?

Developing an academic honesty policy is a requirement for MYP schools. During the MYP, students will develop their understanding of the requirements for and practices of academic honesty, which is important in the process of completing the project. Students will gather information and ideas from various sources and will select what is most relevant and reliable for the completion of the project. When reporting the project, students must acknowledge these sources:

Bibkiography

Refrences

Citation

Appendices

WHAT IS A BIBLIOGRAPHY? A bibliography is an alphabetical list of every source used to research the personal project. WHAT IS A LIST OF REFERENCES? A list of references is an alphabetical list of only those sources that are cited in the project report. WHAT IS A CITATION ?

A citation is an indication of where information has been obtained and has a full reference at the end of the project report.

WHAT ARE THE APPENDICES?

Appendices are additional materials that students include at the end of their report in order to support the completion of their project.

The appendices could include secondary information that may be of interest.

For example, if the student has produced a questionnaire, which has been described and analysed in the report, he or she could include one or two completed questionnaires as examples in an appendix.

2. Topic.

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Steps to choose the topic.Before you choose the topic consider the following steps:

Understand your supervisors’s requirements or the rules for the project.

Read the instructions carefully and ask questions if you need clarification.

Brainstorm for ideas.

Make sure that the topic is manageable and that material is available.

Make a list of key words. Use a web map.

Research and read more about your topic.

Suggestions and Examples. As you think about what topic to choose, consider the following statements to get you started:

Something that you have always wanted to learn but have never had the opportunity.

Problems in our community you want to solve.

A personal interest or hobby that you'd like to write about.

Something you can innovate to improve the quality of life or community.

An aspect of a class that you are interested in learning more about.

Focus on Your Topic- Keep it manageable .A topic will be very difficult to research

if it is too broad or narrow. One way to narrow a broad topic such as "the

environment" is to limit your topic. Some common ways to limit a topic are: Education

Using physics to perfect a sport (a pool shot, a hockey shot, a free-throw, etc.)

Pros and cons of school uniforms. Economy

Developing a marketing campaign to address a Teen Issue, like teen pregnancy. Science

Developing a plan for a solar powered car.

Doing a research/lab report for an original scientific idea. Sports and Health

Developing a new strategy for chess, poker or another game.

The influence of tobacco use on the human body. Maths

The role of Maths in games and winning strategies.

The use Monte Carlo methods to find areas or to estimate pi. Environment

Is global warming a hoax? Is it being exaggerated?

How does environmental awareness effect business practices today? Design

Building something - like a guitar, furniture, etc.

Designing and making jewelery. Music

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How has the music industry been affected by the internet and digital downloading?

The power of creativity while composing music. Social Studies

Researching your genealogy.

Reasons of the Fall of Roman Empire.

Make a List of Useful Keywords. Keep track of the words that are used to

describe your topic.

Look for words that best describe your topic

Look for them in when reading encyclopedia articles and background and general information

Find broader and narrower terms, synonyms, key concepts for key words to widen your search capabilities

Make note of these words and use them later when searching databases and catalogs Record your ideas into your journal.

Journal Entry (Brainstorming the ideas for the research topic):

Brainstorm a list of three things you want to learn more about. Why do you want to

learn more about them?

Journal Entry (Identifying the topic)

Identify one topic that interests you that could develop into a mini personal project.

Why is this topic of interest to you?

Criterion A Selecting a topic

Criteria Maximum Point s

Achieved Points

The topic has been chosen. 1

The reason of the choice has been clearly stated. 1

The supevisor’s requirements and rules have been understood and clarified.

1

The ideas for the topic have been brainstormed. 1

The topic is manageable and materials are available. 1

TOTAL 5

Step 2 Select your Global Context

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Definition: Global Contexts serve as "lenses" through which students explore ideas, investigate connections across and between subject areas, and apply their knowledge to real world problems. The global context will help you to explain why your project matters. Steps and Examples. Look at some examples which will give you some ideas how to choose the global context easily. When Choosing Global Context please consider: • What do I want to achieve through my personal project? • What do I want others to understand through my work? • What impact do I want my personal project to have? • How can a specific context give greater purpose to my project? Global contexts examples Identities and Relationships.

Who am I? Who are we?

You will explore 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

Project Examples:

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

Orientation in Time and Space

What is the meaning of “where” and “when”?

You will explore 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.

Project Examples:

The Euclidean space perspective of the universe; a 3D model

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Explorers in search of a new world; immigration over the ages through visual texts

The Mayflower and the dream of religious freedom; a personal family history

Charting a family history through archives and a representational statue Personal and Cultural Expression

What is the nature and purpose of creative expression?

You will explore 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.

Project Examples:

Video games as a form of cultural expression; a short film using five video games that shows how they are an expression of our culture

The art of Manga in Japanese culture; a Japanese anime and a survey of the understanding of my peers

Culture and self-expression through dance at the local community arts center; a performance

Scientific and Technical Innovation

How do we understand the world in which we live?

You will explore 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.

Project Examples:

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

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

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

Can stem cells replace organ transplants?; an investigative report Globalization and Sustainability

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How is everything connected?

You will explore 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.

Project Examples:

The struggle for water in developing countries; an awareness campaign

The impact of the financial crises of Europe and the European Economic Community on the United States; a visual presentation

Education as the tool to change the future of Peru; a workshop for adults

The role of the developing countries in protecting the tropical rain forest; a collection of slides

Fairness and Development

What are the consequences of our common humanity?

Explore 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.

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Project Examples:

Supporting fair trade: Cocoa trade in Ghana; an awareness campaign for our school restaurant/cafeteria to promote fair trade

Open-market economies and their role in fair trade; a talk for students

Exploring the intersections of race and inequality; a radio broadcast

Asylum seekers and their right to live like us; a painting After you have examined the global contexts examples, please note down your ideas into your journal: Journal Entry 3 (Explaining the choice of the global context)

Explain how your project links to this Global Context?

_________________________________________________________________________

Why is this Global Context the best choice?

________________________________________________________________________

Criterion B Selecting a Global Context

Criteria Maxımum Points

Achieved

Points

The global context has been chosen. 1

All the examples of the global contexts have been examined. 1

The explanation of the links between the global context and my topic has been written in the journal entry.

1

The explanation why I have chosen this global context has been done.

1

The goal of my project has become clearer with choosing the global context.

1

TOTAL 5

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Step 3 Come up with your Big Essential Question

While doing a research, the essential question will play a very importnat role, it will

lead you throughout the topic. Now when you have chosen a topic and selected the

global context, you have to come up with an essentail question.

Definition of the Essential Question:

Open-ended

The answers to essential questions cannot be found in a book or on a website.

Thought-provoking

They generate multiple answers and perspectives.

They generate more questions.

Universal

They lead to discovery.

They are higher-order; they always take us to analysis, synthesis and evaluation.

Steps of composing an essential question.

Write down the main concept that you are trying to research in your project:

“ Understand the reasons why scientists classify organisms and how they do it”.

The next step in writing essential questions is to take the statement and convert it

into an actual question:

“"Why do scientists classify organisms?", "How do scientists classify

organisms?", or "What are the classifications of organisms?"

Think about what would interest other people the most about the questions that

you write down.

Remember that an essential question should not have an obvious right answer

and the answers to it should not be simple.

Make your question as clear as possible. It shouldn’t be very long.

Have several other people read it to make sure that they understand.

Examples and Suggestions.

Look at the examples of the essential questions and come up with your own.

Essential Questions in History and Social Studies

• How can we know what really happened in the past?

• Why do people move?

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Essential Questions in Mathematics

• When and why should we estimate?

• What do good problem solvers do, especially when they get stuck?

Essential Questions in Language Arts

• What do good readers do, especially when they don't comprehend a text?

• How does what I am reading influence how I should read it?

Essential Questions in Science

• What makes objects move the way they do?

• How are structure and function related in living things?

• Is aging a disease?

Essential Questions in the Arts

• What can artworks tell us about a culture or society?

• What influences creative expression?

• To what extent do artists have a responsibility to their audiences?

• Do audiences have any responsibility to artists?

Essential Questions in World Languages

• What should I do in my head when trying to learn a language?

• How can I express myself when I don't know all the words (of a target language)?

• What am I afraid of in hesitating to speak this language? How can I overcome my

hesitancy?

• How do native speakers differ, if at all, from fluent foreigners? How can I sound more

like a native speaker?

• How much cultural understanding is required to become competent in using a

language?

Journal 4 (Coming up with an essential question for the project)

Write your essential question and explain how it will help you to research your topic.

How do you think the answer to this question will help you to achieve what you want.

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The work you have done in the part “Topic” will be assessed according to Criterion A.

Criterion C Composing an Essential Question

Criteria Maxımum Points

Achieved Points

A good essential question has been chosen. 1

It has been clearly stated how it will help to achieve the goal. 1

The reasons why other people might be interested into it have been considered.

1

The question is open-ended and will not have one answer to it. 1

Some people have read it and understood what I want to achieve. 1

TOTAL 5

Supervisor’s Feedback 1

2. Research Step 1 Reserch your topic In this part of the process you will be researching the information that will help you learn more about your topic so you can create your final product. Definition. Reasearch is a careful study that is done to find and report new knowledge about something. It consists of three steps:

Pose a question

Collect data to answer the question

Present an answer to the question Research tools. The best place to begin is the library. The library will have magazines, newspapers, books on the subject, scientific references, and electronic resources, each with information about some aspect of your topic. Steps of doing a research.

Think about your topic, global context and essential question .

Look at different resources. Use the library.

Note down the information you have researched.

Organise your notes.

At a minimum, you must find 4 RELIABLE sources of information.

Write the names of the resources your are using.

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Examples and suggestions Below you can see some examples of other students’ researches. Read them carefully and think of the way you can conduct your own research based on your topic, global context and the essential question. 1. Topic: Well-being Global context: Identities and Relationships. Essential question: How can new students to our school feel welcome and

supported? Research: Research and analyse the effects of moving to a new school on a

person’s sense of identity – how relationships develop/how people can be helped to settle into a new environment.

2. Topic: Working environment and health Global context: globalization and sustainability Essential question: What can I do to help improve the school environment? Research: Research the effect of the environment on health considering the

location of the p lants’ influence on health and safety policies at the school. 3. The topic: The value of bamboo

Global context: Personal and Cultural Expression. The essential question: What value does bamboo have for theVietnamese? Reaseach: Explore the uses of bamboo in the Vietnamese community and Vietnam overall.

Journal Entry: Document all your findings and tools in the table below:

What types of information sources have you used?

What information have you researched and found?

How will you apply this information to your topic?

Magazine

Newspaper

Book on the subject

Scientific reference

Electronic resources

Others

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The work you have done in phase2 will be assessed according to Criterion D

Criterion D- Research

Criteria Points

Minimum 4 reliable resources have been found. 1

The researched information has been recorded in the forms. 1

The topic, global context and the essential questions have been taken into consideration during the research.

1

All the reasearch noted have been organised. 1

Most of the research has been done in the library. 1

TOTAL 5

Supervisor Feedback 2

3. Planning before the presentation Steps to consider while planning. After you have researched some information, do the following:

Think about your initial decision of the topic.

Analyse the global context , the essential question and their connection to your topic.

Brainstorm the ways and formats you would like to present your project.

Re-read your supervisor’s comments if necessary contat your supervisor again.

Record your future steps into the journal entry.

Examples of the project format.

Look at some examples of the project formats which will give you some ideas for your own one.

Writing a book

Preparing a stage performance

Writing a poem

Writing a script

Writing a song

Developing a marketing campaign to address a Teen Issue, like teen pregnancy

Training a pet

Composing a song

Building something - like a guitar, furniture, etc.

Developing a plan for a solar powered car

Developing a recipe

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Designing and making jewelery

Producing and directing a movie

Producing and directing a music vide

Producing and directing an exercise video

Demonstrating how to do something

Drawing a mural

Throwing pottery

Preparing a poster or a model

Journal Entry (Detailed plan)

Write in detail about the next steps of your project.

What will I do next ? What will I need for this?

When will I do

this?

A deadline for each step.

1.

2.

3.

4.

5.

When I finish, I will have

created/developed/organized:___________________________

The work you have done in Part “Planning before the Presentation”

will be assessed according to the Criterion E

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Criterion E: Planning and Taking Action

Criteria Maximum Points

Achieved Points

The plan of the project in response to the goal has been created. The

next steps have been recorded into the journal entry.

1

The topic and its connection with the global context and the

essential question has ben analysed.

1

The format of the project has been brainstormed and finalised. 1

The supervisor’s previous comments have been taken into consideration.

1

The detailed plan has been shared with the supervisor. 1

TOTAL 5

Supervisor Feedback 3

The product/project you wish to create:

• Is a realistic goal for an independent project

• Will require special equipment

• Will require extensive support to complete well

A few suggestions of different ways to create a product linked to your topic may be__________________________________________________________

The following sources will help you find information on your topic:

• Interviewing a specialist in the area of your topic

• Researching databases with current articles

• Reading a book related to your topic

• Observing someone else executing a similar task

• Analyzing reliable web pages

Others:_________________________________________

Your project:

• Aligns closely with the chosen Global Context

• Links indirectly with the chosen Global Context

• May be better focused with a different Global Context

Another suggestion would be:______________________________________

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Your journal process writing:

• Detailed

• Needs more detail about your project

Another suggestion would be: _____________________________________

4. Presentation

Expectations:

Speak with a clear voice so that everyone can hear.

Stand aside when you are pointing out pictures, maps, charts, drawings, or diagrams.

Do not read long passages from your notes.

Know your material so that you sound like an informed person.

Be as calm as possible. Try to show that you have confidence in your work.

Do not chew gum when presenting.

Be ready to tell where you got your information.

Explain what your visual display shows, but don't read everything that is on it to your audience. Let the audience read it later.

Never make up an answer. You are expected to give only accurate information.

When your project is due to be presented, have it ready in final form and on time!

Tips and suggestions for the presentation.

While doing a presentation consider the following tips below:

Visual Images: limit the number of words on each page of your presentation. Use appropriate and relevant icons, graphics, symbols, pictures, diagrams and charts to convey your message.

Engaging the Audience: encourage audience involvement, ask questions to those who listen to you in order to be sure your message has been understood.

Delivering the Presentation: project presentations typically answer these questions: Who? What? Where? When? Why? How? Be sure to structure your presentation to get across these messages.

Voice and manner: when you deliver it, take care to speak slowly but enthusiastically. Use short sentences and pause between thoughts to draw the audience attention. Journal Entry: Writing an Abstract Before you do the presentation please write a research abstract into your journal entry. Below you can find some tips how to write an abstract.

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What is an Abstract? An abstract is a short written summary of work which an individual would like to share with others before doing a presentation of the project. Suggestions and steps how to write an abstract. 1. Write an introductory paragraph stating the background or purpose of the

work you wish to present.

2. Compose a body paragraph (the main paragraph) in which you will give details

about your topic.

3. Write the results paragraph in which you mention the data that were analyzed.

4. Write a conclusion which explains the reasons for the choice of topic, what was

learned from the research, and what conclusions were made based on the results.

Examples of the abstracts:

Abstract 1 “The Tony Hawk Learning Project”

The study is to show how even a “sport” video game can incorporate many types

of learning, to call attention to what might be overlooked as significant forms of

learning, and to understand and take advantage of the opportunities video games

afford as more deliberate learning environments. The aspects explored are the

skills and techniques required to be successful in the game, the environment that

skaters skate in, the personal vs. group identity that is shown through the general

appearance of the skater, and the values and icons that the game teaches players.

We are finding that sport video games support learning; we hope to find how one

learns about oneself as a learner from playing.

Abstract 2 “The Genetics of Bone Strength in Mice”

The purpose of this study is to identify relationships between the physical and

genetic characteristics of bones in mice. The physical characteristics include size,

density, and the force required to break the bone, while the genetic ones are the

genes of the marker loci associated with the genes that affect these qualities. This

study uses strains of mice with reduced genetic variation. The two strains of mice

that are the most phenotypically extreme, meaning those with the strongest and

weakest bones, are crossed. The F2 generation from that cross is then analyzed.

The results of this analysis can be used to find which genotypes correlate with

specific bone properties like size, density, and failure load. The anticipated

outcome of this lab is the identification of the genotypes that affect bone strength

in mice. The findings may be useful in treating medical conditions that are related

to bone strength.

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Criterion F Abstract Writing

Criteria Maximum Points

Achieved

Points

A 100-150 words abstract has been written. 1

The language of the abstract is easy to follow. 1

The steps how to write an abstract have been taken into consideration.

1

The purpose of the topic has been clearly summarised. 1

No spelling, grammar or punctuation error have been made. 1

TOTAL 5

Journal Entry (Self-evaluation)

Evaluate the work you have done so far . Write a paragraph reflecting on your

performance so far.

What are you proud of?

What did you need to work on harder?

How did you cooperate with the supervisor? How did you benefit from the

cooperation?

What else do you need to do to achieve your final goal?

How do you know your product is successful?

Was this project easy to finish ? Why or why not?

Did you enjoy working on the project ? Why?

What did you learn about your topic

Before you present you project, take a picture of your product an submit

it. Attach any pictures, illustrations, work samples, graphs, charts, or

diagrams that clarify or illustrate what you document in your project

report.

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Criterion G: Self- evaluation of the Process

Criteria Maximum Points

Achieved Points

The presentation has been planned in detail and the picture has been uploaded.

1

The supervisor’s feedback has always been taken into consideration.

1

The work on the project has been done regularly. 1

The deadlines of the journals’ submission have been met. 1

Substantial reflection on the process has been recorded. 1

TOTAL 5

Before-presentation checklist

Now it’s time to present. The deadline has approached. Before you go to give a

presentation you might want to work your way through this checklist.

Preparation

•I have rehearsed my presentation.

•I have given my presentation a trial run to a friend or colleague.

•I have taped/videoed myself and listened back to it.

•I have prepared cue cards.

•I have annotated my notes to help me get the emphasis right.

•I have numbered my notes in case I drop them.

•I have prepared any visual aids that I may need.

•I have checked my facts.

•I have done a grammar/spelling check.

Technical

•I have confirmed that the audio-visual equipment I require will be in the room.

•I have saved my PowerPoint presentation onto at least two formats (disc/USB/hard

drive/email ).

•I have practised using any unfamiliar technology that I am going to use.

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•I have checked the start time.

Audience

•I have thought about who is going to be in the audience.

•I have brainstormed a list of likely questions that I may be asked.

•I have thought about ways to engage the audience in my presentation.

Personal

•I have got enough sleep the night before.

•I have considered how to combat my nervousness.

•I have thought about my personal appearance.

•I have looked after my health in the week preceding the presentation.

•I have brought a bottle of water to drink if my throat gets dry.

•I have thought about what else I am going to be doing that day.

•I've eaten breakfast.

Criterion H-Presentation

Criteria Maximum Points

Achieved

Points

A strong, positive feeling about topic during entire

presentation has been demonstrated.

15

Full knowledge has been demonstrated by answering all the questions with explanations and elaboration.

15

The informationin has been logically presented, interesting sequence which audience can follow.

10

Presentation has no misspellings or grammatical errors. 10

Visual Aids have been prepared in professional manner. Font is large enough to be seen by all. Well organized. Main points stand out.

10

Total 60

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5. Process Journal

Your online process journal is where you have been documenting your learning

throughout your project. All your journal entries helped you to reflect on the process

and get ready for the final presentation. You have been doing it electronically and have

regularly received the feedback from your supervisor.

While recording the information into the process journal your responsibility was:

Record regularly the notes based on your project process;

Track the timeline of your project phases and meet the deadlines of the journal entries;

Consider your supervisor’s feedback and rflect on it;

Pay attention to the spelling and grammar.

Your online process journal will be assessed according to Criterion J.

Criterion I: Online Process Journal

Criteria Points

The notes and reflection parts based on the project process have been regularly recorded.

1

Deadlines of the journal entries have been always met. 1

The journal entries are easy to read and understand. 1

Only few grammar and spelling mistakes have been made. 1

Self-management skills have been demonstrated while organising notes in the journal.

1

TOTAL 5

Supervisor Feedback 4

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After- presentation self -evaluation .

Journal entry

Reflect on your presentation, how it went. If you had a chance to do it

one more time, would you do differently, if yes, explain how?

Journal entry (Acknowledgement)

Write a short paragraph about who helped you to make this project

process and product successful. Explain why you benefited from these

people and how.

MINI PERSONAL PROJECT STUDENT’S SELF-EVALUATION FORM

Name,Surname

Signature

Student

Supervisor

Project topic

Approaches to Learning Often Generally Sometimes Seldom

I recorded the project process in my journal entries.

I got some help when I needed

I worked independently

I used time efficiently

I completed the tasks according to the time frame

I dedicated myself to work

Criteria Maksimum level Achievement Level

A Choosing a topic 5

B Selecting a global context 5

C Composing an Essential Question 5

D Research

5

E Planning and Taking Action

5

F Abstract Writing 5

G Self-evaluation of the Process

5

H Presentation 60

I Process Journal 5

Toplam 100

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9. Final Supervisor’s Evaluation

MINI PERSONAL PROJECTSUPERVISOREVALUATION FORM

Name,Surname

Signature

Student

Supervisor

Project topic

Approaches to Learning Often Generally Sometimes Seldom

He/Sherecorded the project process in the journal entries.

He/She got some help when I needed

He/She worked independently

He/She used time efficiently

He/She completed the tasks according to the time frame

He/She dedicated myself to work

Criteria Maksimum level Achievement Level

Choosing a topic 5

Selecting a global context 5

Composing an Essential Question 5

Research

5

Planning and Taking Action

5

Abstract Writing 5

Self-evaluation of the Process

5

Presentation 60

Process Journal 5

Toplam 100

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