my p personal project student guide

8/11/2019 My p Personal Project Student Guide

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STUDENT: ___________________________SUPERVISOR: ___________________

Student Guide

IB MYP

Personal Project

2012 2013


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Table of Contents

Introduction Page 2What is the Personal Project?What sort of project can I do?Each project mustYour Personal Project is not

MYP Areas of Interaction Pages 3-4What are the Areas of Interaction?Example of a topic viewed through A.O.Is

How to Brainstorm for Your Personal Project Page 5 - 7

Working with your Supervisor Page 8

Using the Design Cycle Page 9

Tracking my Progress: The Process Journal Page 10

The Report Page 11

Assessment of the Personal Project Page 12

Timelines and Deadlines Page 13-14

Appendix 1: Detailed Assessment Criteria Page 15-21

Appendix 2: StudentsFinal Self-Assessment Page 22

Appendix 3: Personal Project Supervisors Final AssessmentPage 23

Appendix 4: Interim Assessment of Process Journal Page 24

Appendix 5: Meeting Notes Pages 25-30

Appendix 6: Copy of Supervisor Agreement Page 31


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IntroductionWhat is the Personal Project?The Personal Project is an independent assignment that can be on any topic and take any formas long as it has a strong connection to one Area of Interaction. If you choose the right PersonalProject, it will give you the opportunity to share with others something that is important to you,

and it will be an exciting and rewarding experience.

It is yourproject that demonstrates the skills youhave developed over the years in the MiddleYears Program (MYP). The Personal Project holds a special place of importance in the MYP, as itis a culminating even which is completed in the final year of the program (Grade 10).

You will be working on your project over the course of many months, so be sure you pick a topicin which you have a strong interest or genuine curiosity. The project will consist of the actualproject, the process journalthat documents your ideas and work throughout the project, andthe personal reportwhich will be summarize your overall experience.

What Sort of Personal Project Can I Do?The possibilities are infinite! As long as you can take your topic and connect it to an Area ofInteraction and youve shown a vested interest in developing or learning more about your topic,you can run with it!

Some examples of Personal Projects from the 2011-2012 MYP Students:

Participate in and help organize a walk for Autism

Create a scrapbook of mentors and role models for young teens

Create a website to inform people of the use of subliminal messaging

Create a music video to inform students to rise above the influence of peer pressure

Paint a mural to depict diversity and respect

Inform people about the reality of domestic abuse through an interpretive dance Teach parent to play the piano who has no prior piano playing experience

Again, the possibilities are endless!

Each project must: Have a clear and achievable goal -- including specifications for the goal

Be entirely your own work Be focused on one Area of Interaction Be personal reflect your unique interests, abilities, and/or concerns Be the result of your initiative, creativity, and ability to organize and plan

Address a topic to which you are truly committedYour Personal Project is not

An essay.

A part of class work completed in another class.

So large that it destroys your academic and social life!

A group activity but it can involve others as long as it is yourproject.

Too large in size meaning, your project should not be How to Solve AmericasFinancial Crisis.


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MYP Areas of Interaction

Each project must have a strong connection to ONE of the following Areas of Interaction:

Community and Service

Health and Social Education

Human Ingenuity

Environments

Approaches to Learning

Remind me what they are again?

Community and ServiceThis Area of Interaction allows you to become aware of your role and responsibility as a memberof your community and encourages responsible and caring participation within. Throughfirsthand experience, you have an opportunity to learn how your community functions and howother people live while contributing something of benefit to society.

Some skills, attitudes, and values developed through Community and Service include:

Awareness of how communities are created

Awareness of how communities function

Appreciation for different cultures

Sensitivity to the needs of the community and society

Sense of responsibility and self-esteem

Health and Social EducationThis Area of Interaction encourages you to prepare for a physically and mentally healthy life andto become aware of potential health hazards. You are challenged to explore personal, physical,and societal issues related to personal health and the health of society.

Some skills, attitudes, and values developed through Health and Social Educationinclude:

A respect for your body and mind

The ability to make responsible choice s for yourself physically and mentally

Raising awareness of social issues and their effects on the health and well-beingof others

EnvironmentsThis Area of Interaction encourages you to consider environments as a whole meaning whatsurrounds you this could be as small as the chair you sit it all the way up to the planet we liveon! You will come to an appreciation and understanding of your and others effect on theenvironments from our day-to-day lives.

Some skills, attitudes, and values developed through Environmentsinclude:

Conservation a respect for the environment as a whole Responsibility for the natural world

Respect for the areas where we interact buildings, nature, virtual etc.


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Human IngenuityThis Area of Interaction encourages you to examine and reflect on the ingenious ways in whichwe as humans think, create, and initiate change. You are encouraged to consider the impact ofhuman creations on society and on the mind. You become driven to appreciate the initiativehumans have to transform, enjoy, and improve the quality of life over time.

Some skills, attitudes, and values developed through Human Ingenuityinclude: Studying the human ability invent, create, change, and improve

Examining the causes and effects of change

Significant cultural and historical movements Mathematical and scientific thought through the ages

Approaches to LearningThis Area of Interaction enables you to take responsibility for your own learning. You willacquire skills, attitudes, and practices to become a successful learner. You become concernedwith the development of effective study, of critical, coherent, and independent thought, and ofthe capacity for solving problems and making decisions

Some skills, attitudes, and values developed throughApproaches to Learninginclude: Organizational skills, study practices, and a positive attitude towards learning

Collaborative skills

Problem solving and thinking skills

Reflection on learning and revision of methods

How can a topic be viewed through the Areas of Interaction?

Communit and Service

Health and Social Education

Human Ingenuity

Environments

Approaches to Learning

MUSIC

Organize a music

showcase at MeadeHigh School thatraises money for a

local charity

Create a brochure topersuade the Board of

Education thatlistening to musicwhile studying or

working is positive

Examine the effect of musicon the lives of slaves duringthe 1800s and create/delivera spoken word poem from

research

By researching and

practicing, teachyourself how to playthe drums and video

tape the progress

Paint a mural in theschool depicting the

positive effect music canhave on you in order to

promote joining the bandor choir


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Personal Project BrainstormingTopic What

Question AreYou Seekingto Answer?

Goal andPurpose

Specifications Process Outcome orProduct

Approaches

to Learning

Learning tomotivate

others

How can Iinspire

children totake

responsibilityfor theirenvironment?

To create aworkshop that

inspireschildren to

takeresponsibilityfor their localenvironment.

The workshop:

Has clear andmeasurableobjectives

Is the rightlength forkids

Includes theright amountof activitiesfor thepurpose ofobjectives

Includes areflection bythe studentsthatparticipated

Research how aworkshopenvironmentcan motivateothers to takeaction.

Research howto plan aworkshop.

Plan, deliver,and evaluate

the workshop.

Reflect after theworkshopabout what s/helearned abouthow otherslearn and theplanning forothers

Workshoppack producedcontaining planand materials

Delivery ofworkshop tochildren.

Communityand

Service

Social Action

How can I

raise money fora charitysupporting a

specific cause?

To raise money

and resourcesfor a charitysupporting aspecific cause

The campaign : Is

communicate

d clearly tothe schoolcommunity

Givesinformationto thecommunityabout howthe money orresourceswill be used

Has an eventwhere themoney orresources canbe donated

Isappropriateto a specifictargetaudience

Researchactivism , howcharities work

and theirmethods offundraising

Focus on aparticularcharity ofpersonalinterest andorganize afundraisingcampaign

Runs thecampaign andreflects

Fundraisingcampaigncompleted

Donation andpresentation offunds/resourcesto chosencharity


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HealthAnd

SocialEducation

Well-Being

How can newstudents to our

school feel

welcome andsupported?

Create awelcome

system for

students newto the school

The proposal:

Iscommunicated orally witha PowerPoint for

support Is clear and

well-defined

Providesevidence ofresearch

Shows thatthe system issustainableand cost-effective tothe school

Shows thatthe pack fornew studentsis relevant

Shows thatthere will besupport fromotherstudents

Research theeffects ofmoving to anew school on apersons senseof identity

howrelationshipsdevelop/howpeople can behelped to settleinto a newenvironment

Propose avolunteerbuddy systemand a welcomepack for new

students andcreates thewelcome pack

Produces aproposal to beput on theleadership teamat school

Reflects on newunderstandings

Welcome packand proposalfor thevolunteerbuddy program

Example: bagor foldercontainingusefulinformationabout theschool and areaandinformationaboutclubs/sportsteams

Environments

Workingenvironment

and health

What can I doto help

improve theschool

environment?

To improve theschool

environment ina simple, cost-effective way

(beautificationof schoolgrounds)

The location of

the plants takeinto accounthealth and safetypolicies at theschool

The plants areeasy to maintain

There is a rangeof plants thatprovides a mix offoliage and color

There is a systemin place forensuring that theplants are caredfor.

Research the

effect of theenvironment onhealth

Identifies waysthat s/he canbenefit theschool plantsfor certainclassrooms andoutside areas

Organizes

fundraising andplanting event

Reflects on howthe plants madean effect on theenvironment atthe school

Arrangement of

plants invarious areas ofthe school


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Human

Ingenuity

The value ofbamboo

What valuedoes bamboohave for the

Vietnamese?

To show thevalue of

bamboo in

Vietnamesedaily life

The painting:

Includesimages ofhow bamboois used in

daily life Is acrylic on

canvas inobservationalstyle

Is mixedmedia andrealism bambooproductsattached tothe canvas

Is on a canvassize 1m x 1m

Explore the usesof bamboo in theVietnamesecommunity andVietnam overall

Identify/researchhow the materialis used in manydifferent waysand decides toproduce anartwork tocommunicatethe findings

Experimentswith ideas andplans artwork toreflect how the

material is usedin ingeniousways

Reflects on thelearning aboutbamboo andthe newdiscoveriesmade, and hows/he developedas an artist

Three-dimensionalpainting

Backward Planning and Scheduling your Personal Project

Try the following steps to organize the steps you need to complete a successful project:1. Create a calendar on a piece of poster board or on the computer that begins with todays

date and ends in March when your project should be completed.2.

In your process journal, brainstorm all of the things that need to be done to complete theproject: interviews, appointments, book/internet research, rehearsals, phone calls, filmediting, anything and everything that will go into completing the project.

3. Using this list, fill in your calendar with action items for each week. Obviously, someitems need to take place before others, but you might also have to start some thingsearlier since they have multiple steps.

4.

Decide on 2-3 days a week that you will schedule 20 minutes or so to write in yourprocess journal. Mark these days with symbol of some kind on the calendar. On thesedays, write anything and everything you can think of about your project: actions taken,thoughts/concerns/feelings, ideas, conversations you have had, sketches etc. Writing inyour process journal will make your life MUCH EASIER when it comes time to write thePersonal Report.

5. Put your calendar in a visible spot and add any supervisor meetings that are made toyour calendar. Check, use, and revise your calendar as needed!


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Working with your Supervisor

You will have a Personal Project Supervisor. Supervisors are faculty and staff from your highschool who have agreed to guide you through the Personal Project process. You will meet withyour supervisor on a regular basis. In addition to providing you with guidance and feedback,

your supervisor will evaluate your progress and the final product.

What are my responsibilities to my supervisor?1. It is your responsibility to show up to the Meet and Greet day with appropriate and

necessary materials.

2.

You will honor all appointments and get in touch with your supervisor in advance if youare unable to attend a scheduled meeting.

3. You are responsible for bringing your Process Journal and Student Guide to everymeeting.You should also be prepared to have work evaluated and to take notes on plans and ideasdiscussed.

4.

You should ask your supervisor for advice and feedback about your project goal andprocess for completion, and take the supervisors comments seriously.

5.

You are responsible for documenting meetings in the Meeting Notes section in yourStudent Guideand for completing assigned tasks before the next scheduled meeting.

6. You should always interact with your supervisor in a positive and respectful manner.

What are my supervisors responsibilities to me?1. Your supervisor should keep scheduled appointments with you and contact you in

advance when unable to keep a scheduled appointment

2. Your supervisor will contact your parent and/or your Personal Project coordinator via e-mail or telephone if you do not initiate or keep scheduled appointments.

3. Your supervisor should help you to establish and maintain the focus of your PersonalProject and maintain that it is proceeding as planned.

4. Your supervisor should suggest a variety of resources and relevant sources of informationyou may use to develop the product. The importance of research should be emphasized.

5. Your supervisor should encourage you to keep written records of meetings in theMeeting Notes section of your Student Guide.

6.

Your supervisor should provide feedback on your progress, continuously review yourProcess Journal, and document meetings in the Supervisor Handbookto obtain an overallview of your progress.

7.

Your supervisor should help keep you focused on the organization and presentation onthe final piece of work, advising you to be thorough and methodical.

8.

Supervisors are invited and encouraged to attend the MYP Personal Project Fair in theSpring of 2013 when Personal Projects are exhibited and which students also attend.


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Using the Design Cycle

The Design Cycle is a process model for creating just about anything. It is a continuous processthat you may go through many times before your project is complete. The Design Cycle shouldbe used as a guide for the next steps in completing your project. These steps should be

recorded in your Process Journal.


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Tracking my Progress: The Process Journal

The Personal Project is an excellent example of the value of learning by doing. Keeping a ProcessJournal is of critical importance of making the doing of the project into a lasting learningexperience.

Your Process Journal shows a detailed record of your progress, reflections, and plans during thedevelopment of your Personal Project. Using the Design Cycle to ensure the full development ofyour end product is important and should be documented in your Process Journal.

What should my Process Journal actually be?What your actual Process Journal looks like is up to you, depending on the type of project youare creating. Students have been successful using a notebook, sketchbook, and electronic files but if you come up with a way that best suits you, just speak with your supervisor!

When do I write in my Process Journal?

Think of your Process Journal as a diary of your experience in creating the product for yourPersonal Project.Your Process Journal should include: Thoughts (Thinking Maps) Ideas

Plans Questions Decisions

It may also include: Sketches Calculations

Meeting Notes Reminders

Feelings and Reflections* You should write in your Process Journal at least once a week. A detailed Process Journal willbe extremely helpful in the writing of your Personal Report at the end of the Personal Project.

The Process Journal is The Process Journal is not

Begun at the start of the process and usedthroughout the process

A place for planning A place for recording interactions with

sourceso

Teacherso

Supervisorso People on the outsideo Research

A means of exploring ideas

A place for storing useful informationo Quoteso Pictureso Ideas

A place for evaluating work completed

A place for reflecting on learning Devised by the student in a format that

suits his or her needs Useful for the student with feedback

Used on a daily basis (unless this is usefulfor the student)

Written up after the process has beencompleted

Additional work on top of the project; it is

a part of and supports the project A diary with detailed writing about what

was done A static document with only one format


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The Report

As you approach completion of your Personal Project and using your Process Journal as a guide,you will complete a Report. The Report is an organized piece of writing that describes the goalsof your project, outlines the steps you took to complete it, and explains its connection to your

chosen Area of Interaction. It also includes your analysis of how effectively you pursued andcompleted your goals.

The Report must follow the structure below:

I. Title Pagea.

Personal Project Nameb.

Old Mill High Schoolc.

Your Named.

Word Count (Minimum= 1,500 and Maximum= 3,500)e.

You may also include an image to make it unique!

II.

Table of Contents

III. Introductiona.

Describe your ideab.

Define the goal of your Personal Projectc.

Explain the Area of Interaction and how it connects to your projectd. Explain the plan you developed for completing your goal

IV. Processa. Describe the process you took to complete your project

i. Include specific stepsii.

Include people consultediii.

Include the research you consultedb.

Discuss the challenges and successes in the process

V. Analysisa. Discuss your inspiration for completing the projectb. Discuss the influences and research guiding your workc. A careful description of the Area of Interaction and how your project connected.d.

Evaluate how successful your project was and what you might have donedifferently

VI.

Conclusiona. Reflect on the impact your project had on youb. Discuss new insights and perspectives gained

VII. Works Cited Page

VIII.

Appendicesa.

Pictures, Drawings, Sketches etc. that contributed to your project


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Assessment of the Personal Project

The following assessment criteria have been established by the International BaccalaureateOrganization (IBO) for the Personal Project. The final assessment required for IBO-validatedgrades and IBO certification at the end of your time in the MYP must be based on these

assessment criteria:

Criteria Description Evidenced Maximum ScoreCriterion A Use the Process

JournalProcess Journal 4

Criterion B Define the Goal Report 4Criterion C Select Sources Report 4Criterion D Apply Information Report 4Criterion E Achieve the Goal Product and Report 4Criterion F Reflect on Learning Report 4Criterion G Report the Project Report 4

* A detailed explanation of each criterion can be found in the Appendix

Project Total: 28

These marks are converted to a grade of 17 using the following scale:

Grade Boundaries1 0-52 6-93 10-134 14-16

5 17-216 22-247 25-28

In order to successfully complete the Personal Project, the Middle Years Program,and meet the requirements for the Diploma Program, you must earn at least a 3.


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Timelines and Deadlines

Month Topics for Discussion with Supervisor/Independent Work

BeforeJune 2012

Brainstorm Personal Project Ideas

Attend the Personal Project introduction assembly Work on brainstorming/writing in your Process Journal over the summer

Write down any questions your may have for when you meet your supervisor inSeptember

EarlySeptember

Review Process Journal Should have at least 10 entries

Review steps taken and work accomplished over the summer

Discuss challenges, questions, avenues for research and brainstorm on resolutionsand actions to be taken

Ensure that project is developing as planned or outline specific modifications

Agree upon what the student will accomplish before the next meeting (studentshould write this down in the meeting notes in the Student Guide to the PersonalProject)

October Review Process Journal Should have at least 14 entries Review steps taken and work accomplished since last meeting

Discuss challenges, questions, avenues for research and brainstorm on resolutionsand actions to be taken

Complete Interim Assessment of the Process Journal with your Supervisor

Ensure that project is developing as planned. Part of the product should becompleted.

Agree upon what the student will accomplish before the next meeting (studentshould write this down in the meeting notes in the Student Guide to the PersonalProject)

EndNovember/

Early

December


Review steps taken and work accomplished since last meeting.

Discuss challenges, questions, avenues for research

Ensure the project is developing as planned. The product should almost bedone.

Agree upon what the student will accomplish before the next meeting (student

should write this down in the meeting notes in the Student Guide to the PersonalProject)


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January

2013


Review steps taken and work accomplished since last meeting. Discuss challenges and questions regarding the creation of the final product.

Suggest that the student bring in their project, at any stage of completion, to

next meeting. Agree upon what student will accomplish before the next meeting (studentshould write this down in the meeting notes in the Student Guide to the PersonalProject)

February2013

Review Process Journal

Review steps taken and work accomplished since last meeting. Discuss challenges and questions regarding the final project.

Discuss the Report go over outline, look at an example

Begin working on the Report Agree upon what student will accomplish before the next meeting (student

should write this down in the meeting notes in the Student Guide to the PersonalProject)

March2013

Product of Personal Project should be completedCollaborate with supervisor on the Report

Discuss The Report rough draft with Supervisor

Continue updating process journal with reflections Begin working on the final draft of The Report after meeting with supervisor Create a tri-fold board for Personal Project Fair in April

April2013

A date will be assigned for assessment with the supervisor student will bring inProcess Journal, Product, and Report for Assessment

Assessment of the Personal Project will be conducted prior to the fair

Personal Project Fair TBD Certificates awarded for successful completion of the IB Middle Years Programme


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Appendix 1: Detailed Assessment Criteria

Criterion A: Using the Process Journal

Maximum: 4

Students should:

Demonstrate organizational skills showing time and self-management

Communicate and collaborate with his/her supervisor

Demonstrate information literacy, thinking, and reflection

Achievement Level Level Descriptor0 The student has not reached a standard described by any of the

descriptors given below.1 The student demonstrates minimal:

Organizational skills through time and self-management

Communication and collaboration with their supervisor

Information literacy, reflection, and thinking2 The student demonstrates some:



Information literacy, reflection, and thinking3 The student demonstrates satisfactory:



Information literacy, reflection, and thinking

4 The student demonstrates well-developed: Organizational skills through time and self-management


Information literacy, reflection, and thinking


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Criterion B: Define the Goal

Maximum: 4

Students should:

Identify and explain a topic based on personal interest Justify one focus Area of Interaction as a context for the project

Outline a clear, achievable, challenging goal

Create specifications that will be used to evaluate the projects outcome/product


descriptors given below.1 The student:

Identifiesthe topic of interest, a focus Area of Interaction, and alimited goal

Creates minimal specifications to evaluate the projectsoutcome/product ornone at all

2 The student:

Outlines superficially the topic of interest, the focus Area ofInteraction, and an achievablegoal

Creates specifications for evaluating the projectsoutcome/product, however they lack definition

3 The student:

Describes clearlythe topic of interest, the focus Area of

Interaction, and achievable and appropriately challenginggoal Creates satisfactoryspecifications for evaluating the projects

outcome/product4 The student:

Justifies effectively the topic of interest, the focus Area ofInteraction, and an achievable and appropriately challenginggoal

Creates appropriately rigorous specifications for evaluating theprojects outcome/product


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Criterion C: Select Sources

Maximum: 4

Students should:

Select varied, relevant sources to achieve the goal Evaluate sources

* Evidence will be seen in the body of the report and the works cited pageAchievement Level Level Descriptor

0 The student has not reached a standard described by any of thedescriptors given below.

1 The student:

Selects very fewrelevant sources to achieve the goal

Demonstrates minimalevaluation of sources2 The student:

Selects some relevant sources to achieve the goal Demonstrates some evaluation of sources

3 The student:

Selects satisfactory variety of relevant sources to achieve thegoal

Demonstrates satisfactoryevaluation of sources4 The student:

Selects a wide variety of relevant sources to achieve the goal

Demonstrates well-developedevaluation of sources


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Criterion D: Apply Information

Maximum: 4

Students should:

Transfer and apply information to make decisions, create solutions, and developunderstandings in connection with the projects goal



Transfer and apply information to make decisions, createsolutions, and develop understandings in connection with theprojects goal

2 The student demonstrates some:


3 The student demonstrates satisfactory:


4 The student demonstrates well-developed:



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Criterion E: Achieve the Goal

Maximum: 4

Students should:

Evaluate the outcome/product against his/her own specifications for success.


descriptors given below.1 The student evaluates the quality of the outcome/product.

The outcome/product is of very limitedquality and meets fewof thespecifications.

2 The student evaluates the quality of the outcome/product.

The outcome/product is of limitedquality and meets someof thespecifications.


The outcome/product is of satisfactoryquality and meets manyof thespecifications.


The outcome/product is of highquality and meets most or all of thespecifications.


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Criterion F: Reflect on Learning

Maximum: 4

Students should:

Reflect on how completing the project has extended his/her knowledge andunderstanding of the topic andthe focus Area of Interaction

Reflect on how s/he has developed as a learner by completing the project



Reflection on how completing the project has extended theirknowledge and understanding of the topic andthe focus Area ofInteraction

Reflection on how they have developed as a learner bycompleting the project

2 The student demonstrates some:



3 The student demonstrates a satisfactory:



4 The student demonstrates a well-developed:




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Criterion G: Report the Project (The Report)

Maximum: 4

Students should:

Organize the project report according to the required structure Communicate clearly, coherently and concisely, within required limits

Acknowledge sources according to recognized conventions

* This includes making judgments about conventions, mechanics, grammar, word choice, voice,audience and proper format of the works cited page.Achievement Level Level Descriptor

0 The student has not reached a standard described by any of thedescriptors given below.

1 The student demonstrates:

Minimal organization of the project report according to the

required structure Communication, which is rarelyclear, coherent, and concise and

may not meet required limits

Inaccurate use of recognized conventions to acknowledgesources or no acknowledgement of sources


Some organization of the project report according to therequired structure

Communication, which is sometimesclear, coherent, andconcise and is within required limits

Some use of recognized conventions to acknowledge sources3 The student demonstrates:

Satisfactory organization of the project report according to therequired structure

Communication, which is generallyclear, coherent, and conciseand is within required limits

Generally accurate use of recognized conventions toacknowledge sources


Consistent organization of the project report according to therequired structure

Communication, which is clear, coherent, and concise and iswithin required limits

Accurate use of recognized conventions to acknowledge sources


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Appendix 2: Students Final Self-Assessment

Name: ________________________________________________ Supervisor:_______________________________

Project Title/Topic: _________________________________________________________________________________

Approaches to Learning Not Yet Progressing Successful SurpassedExpectations

Has contacted supervisor regularlySought help when necessaryWorked independentlyOrganized time effectivelyMet DeadlinesEffort

Refer to the descriptors for details

Criteria Description Evidenced MaximumScore

AchievementLevel

Criterion A Use the Process Journal Process Journal 4

Criterion B Define the Goal Report 4Criterion C Select Sources Report 4Criterion D Apply Information Report 4Criterion E Achieve the Goal Product and

Report4

Criterion F Reflect on Learning Report 4Criterion G Report the Project Report 4

Answer the following questions:

What do you feel your level of achievement is on the scale of 1-7? ______________

How much time did you spend completing your project (estimate)? ___________ Hrs

What did you enjoy most about your project?


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Appendix 3: Personal Project Supervisors Final Assessment

Student: ____________________________________________Supervisor:____________________________________


Approaches to Learning Not Yet Progressing Successful SurpassedExpectations

Has contacted supervisor regularlySought help when necessaryWorked independentlyOrganized time effectivelyMet Deadlines

Effort

Refer to the descriptors for details

Criteria Description Evidenced MaximumScore

AchievementLevel

Criterion A Use the Process Journal Process Journal 4

Criterion B Define the Goal Report 4Criterion C Select Sources Report 4Criterion D Apply Information Report 4Criterion E Achieve the Goal Product and

Report4

Criterion F Reflect on Learning Report 4

Criterion G Report the Project Report 4Total Points

Possible

28

Points Achieved

Personal Project Grade (1-7)

Signature__________________________________________________________________ Date ____________________

Comments as Necessary


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Appendix 4: Interim Assessment of Process Journal(Copy as needed for Supervisors comments on progress)

Student: ______________________________________________ Supervisor:__________________________________


Descriptor Achievement LevelContains Rough Ideas (written or drawn)

1 2 3 4

Records Progress1 2 3 4

Records Resources Consulted1 2 3 4

Details Challenges and Difficulties Faced1 2 3 4

Outlines How to Deal withChallenges/Difficulties

1 2 3 4

Evaluates Progress Based on Goals1 2 3 4

Contains Reflective Writing1 2 3 4

Achievement Scale: 1 = Not yet, 2 = Progressing, 3= Successful, 4= Surpassed Expectations

Congratulations on:

Areas for Improvement:


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Appendix 5: Meeting NotesMeeting Notes

Meeting # Date:

Comments on Work to Date:

Action to be Taken by Student:

Action to be Taken by Supervisor:


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Meeting Notes

Meeting # Date:





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Meeting Notes

Meeting # Date:





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Meeting Notes

Meeting # Date:





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Meeting Notes

Meeting # Date:





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Appendix 6: Copy of Supervisor AgreementIB Middle Years Program: 10thGrade Personal Project

2012-2013Supervisor Information and Agreement

Dear Student:

Please give this form to your project supervisor to read and complete. Forms should be submitted to thePersonal Project coordinator. All students should turn in a completed supervisor form by the end of the 2011-2012 school year.

***All forms require a parent or guardian signature.

Student Name: _________________________________________________________________________________________________

Supervisor : ____________________________________________________________________________________________________

Information for all Supervisors:

All students in the International Baccalaureate Middle Years Programme are completing a PersonalProject as the culminating assignment. The Personal Project can take many forms - a work of art, ascience experiment, a community service project - but it is a long-term project based in an area of interestfor the student. Each student is required to have a supervisor to offer consistent guidance and feedbackand to monitor the students progress along the project timeline. As a supervisor, you will:

Be given a Supervisor Guide which explains the Personal Project and your responsibilities

Become familiar with the deadlines and assessment criteria for the project as presented inthe Supervisor Guide

Meet with your student(s) on a regular (typically at least once each month) basis betweennow and March 2013 to monitor progress, give feedback, and offer suggestions for nextsteps

Get in contact with the Personal Project coordinator if your student(s) are not fulfilling therequirements for the project Complete a final evaluation of your student(s) work using the IB MYP assessment criteria

for the Personal Project

*Your signature on this form indicates agreement to the duties listed above.

Section 1: To be completed by supervisors

Name_____________________________________________________________________________________________________________

Position __________________________________________________________________________________________________________

*Signature_________________________________________________________________

***Parent / Guardian Signature _______________________________________________________

***Parent/ Guardian Telephone:_____________________Email: ____________________________________________________

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