The report must include:

1. Title page 2. Table of contents 3. Body of the report

i. Criterion A: Investigating ii. Criterion B: Planning iii. Criterion C: Taking Action iv. Criterion D: Reflecting

4. Bibliography and/or Works Cited (MLA) 5. Appendices

- Your first Appendix should probably be your Process Journal extracts. Other appendices can include extra information you want your reader to know and see, but could not be included in the report itself.

The title page must include the following: Student name, title of the project, length (word count), school name, year

The table of contents must be clear and easy to follow.

The body of the report is structured around the objectives and assessment criteria and it must include these sections:

The report must be within the 1500 – 3500 word range, no more, no less. Information contained within tables, photo/image annotations, and similar in-text additions generally do not count against your total word count.

Keep in mind, however, that simply including a table of your Specifications, for example, is not enough. You must comment on your Specifications and discuss them according to Criterion B: Planning.

Like any good report, the main sections often have sub-sections to help your reader understand your project better. For example, you may want to consider sub-dividing Criterion A: Investigating into its constituent parts:

o Goal and Global Context o Prior Learning and Subject-Specific Knowledge o Research

Inquiry / Research Question Secondary Research Primary Research

Example Title

Page

Example Table of

Contents

(Criterion A): Investigating

Checklist: Strands i. and ii.

I describe and explain a clear and highly challenging goal for my project. My goal statement is part of

this explanation.

I explain the connections between knowledge and concepts I have learned throughout my life to my

project (prior learning and personal interests). I describe and explain these connections in my

process journal and in my final report.

I describe the connections my project has to knowledge and skills I have acquired in school subjects.

I describe the links between my project and my chosen Global Context. Furthermore, I make

references to my Global Context in my Process Journal and throughout my Final Report.

Strand iii.

I show strong evidence of using information literacy skills and/or media literacy skills throughout the project:

Information Literacy

Create references and citations within the report, use footnotes/endnotes and construct a

bibliography according to MLA format

Identify the primary and secondary sources you used to get information about your topic

Evaluate your sources based on a modified OPVL format:

Media Literacy

Select a wide range of relevant sources and apply knowledge gained from these sources to

improving my project.

Student Example 1:

Source Evaluation

(Criterion B): Planning

Checklist: Strand i.

I display and analyze a number of rigorous (substantial, appropriate, and carefully considered)

specifications (criteria) for my final product:

Student Example 2: Specifications Criteria

Specifications Significance/Justifications Testing methods

Contents

The poem anthology has a title which foreshadows the

message that will be communicated

Title of any types of book is significant in hinting what the book is going to talk about. In my case, my

title of the poem anthology should be something that can hint that I am going to communicate the

message that we need to appreciate our lives, thinking about others who would suffer from

different problems

Google Doc survey is sent to the people who had a look at

my final product, asking question about whether the title reflected the message given by the product or not

Short description of the poem anthology is included in the

very beginning as a foreword

Just like how other poem anthologies and other types of books, descriptions (generally called as

foreword) are needed to make sure the audiences know clearly what message the author; which is

myself in this case; want to communicate to them through the piece of work

There is a short description presented in the very

beginning part of the poem anthology

Minimum of 20 poems are included in the poem

anthology

Poem anthology is a series of poems; at least more than two; put in one place. For my own poem anthology, I made the minimum 20 as I think it

would be a suitable number of poems to communicate my different thoughts towards the

issue of low life satisfaction

There are minimum of 20 poems included in the poem

anthology

All poems are written in Korean with English

translations

As my Global Context is personal and cultural expression, I also want to express my cultural

identity as a Korean, not only including my personal beliefs and values

Poems in the poem anthology is written in Korean and also in

English for translation

All poems included are handwritten

I believe that handwriting can also be part of personal expression, as handwritings often contain

one’s tendency of feelings

All of the poems are handwritten

Minimum of 15 illustrations; in forms of photographs and

drawings

Some poem anthologies barely have any illustrations, but many of them do have illustrations that are connected to what has been said form the

poems. My poem anthology will also contain illustrations

related to the poems, but not only using pencil drawings but also including photographs as I am

looking at a way to communicate messages through different forms of art

There are minimum of 15 photographs/drawings included in the poem

anthology

Form

The poem anthology book is presented in sketchbook; size

of 240×170 (mm)

Size of 170×240 (mm) is ideal for short text books which includes poem books. It is for the ease of

focusing on the text and illustrations as the pages will be smaller than the normal A4 sized sketchbooks

The sketchbook for the poem anthology is in a size of

240×170 (mm)

The cover page of the book is in a hard cover

Hardcover prevents the book form being damaged easily

Cover page is in a hard cover

Strand ii.

I present a detailed and accurate plan and record of the development process of my project. The

evidence of this plan can be found both in my Report and in my Process journal:

Examples of evidence: detailed entries, timelines, images, notes, diagrams, audio recordings,

screenshots of helpful websites, feedback from supervisors, links to websites and videos,

questionnaires, surveys, etc.

Strand iii.

I show strong

evidence of using

organization skills,

affective skills and

reflection skills

throughout the project.

Organization

Use appropriate

strategies for learning

(mind maps, sketches,

timelines, etc.)

Maintain my Process

Journal through regular,

detailed entries.

Furthermore, Process Journal entries are labelled with the corresponding ATL skill being

demonstrated.

Affective

Demonstrate

persistence and

perseverance by

practicing strategies to

reduce stress and

anxiety

Reflection

Look back on significant

steps taken during the

process of learning and

ask questions:

What did I learn

about today?

What don’t I yet

understand?

What questions do I

have now?

Student Example 3: Process plan

Student Example 4: Process Journal excerpt

(Criterion C): Taking Action

Checklist: Strand i.

I create an excellent, awesome, interesting, and/or super product.

I thoroughly describe my product in the report and I provide visual evidence of its completion

I discuss how my product has clear connections to my global context and how it meets all of the

criteria/specifications I have developed for it.

Strand ii. I demonstrate strong evidence of using critical thinking skills, creative thinking skills and transfer

skills throughout the project:

Critical Thinking

Change my thinking and make decisions about my project based on new information I find

Identify challenges and obstacles to completing my project and create solutions to achieve my goal!

Creative Thinking

Use brainstorming and visual diagrams to come up with new ideas

Design improvements to existing technology or ideas

Apply existing knowledge to generate new ideas

Transfer

Use knowledge and skills learned from a variety of sources and subject areas to create my product

Combine knowledge, understanding, and skills to create solutions to problems

Strand iii. I show strong evidence of using excellent communication skills and collaboration skills

throughout the project.

Communication

demonstrate openness to feedback from my supervisor / peers / community members

structure, organize and depict information in a logical manner in my Final Report

Social / Collaboration

take responsibility for my actions by establishing meeting times with my supervisor

(Criterion D): Reflecting

Checklist: Strand i.

I accurately and effectively evaluate the quality of my product based on the criteria I developed.

Student Example 5: Product Evaluation

Strand ii. I thoroughly reflect on the knowledge and understanding I have gained in regards to my topic and

global context.

Student prompts:

I understand much more about the effects that concussions can have on the teenage brain as a result

of my Personal Project inquiry…

This project helped me understand more about my Global Context Focus: Scientific and

Technological Innovation by…

Strand iii. I present an honest and balanced assessment of my development as an IB learner as a result of

the Personal Project.

To fully address this stand, we need to ask ourselves, What does it mean to be an IB Learner? There are

many aspects to this question that you can address in this section:

Learner Profile

Global Context

Inquiry-based learning (student-produced inquiry/research question)

ATL skill Development

Probably the best direction to take is to focus specifically on each of the ATL skills you developed during

the project individually, in well-developed paragraphs:

Research

Self-Management

Thinking

Communication

Social/Collaboration

Reflection on Learning Undertaking the Personal Project was a very challenging and rewarding experience and by completing the whole inquiry process I was able to readily engage in action as I was constantly utilizing and developing my ATL (Approaches to Learning) skills in order to achieve my goal. I learnt a lot about my own abilities as a learner and a person and found that by working on my project in a productive and responsive manner, I was in fact engaging in action. I was encountering problems, researching solutions, making decisions and ultimately creating solutions. I have always thought I was an organized, persistent and creative worker, but on reflection the project highlighted many skills and attributes I had to quickly develop and act on in order to achieve my goal. Communicating is one of the skill areas of the ATL’s and a very clear opportunity to engage in action by engaging in written and verbal communication with others, listening to what they have to say, questioning their expertise and ultimately using the information I was able to gain. Communicating with adults was a huge component of my project. Some of the people I knew, but many of them I didn’t. I had to refine my written and verbal skills (see appendix 1 & 2), making sure that I was professional in my dealings with everyone and actively listening to what others were saying in order to achieve the best outcome for my goal. This was an intimidating thing for me to do, but something that has helped me grow as I feel far more confident independently dealing with adults, with whom I don’t have a pre-existing relationship.

Student Example 6: ATL Skill Development Reflection

I am normally a very organized person, so did not think much about the self management ATL’s, but the Personal Project has so many aspects to it, it wasn’t just about keeping appointments and due dates. I had to organize my time, my research, my meetings with my supervisor and my mentor as well. I found I had to use a diary to juggle my time, setting due dates for myself, allocating time to each aspect of research or construction, in order to accommodate the busy life I lead. I also had to organize my research as I was gathering information from many sources. I ended up recording my research in a table (see appendix 3). This way I was able to keep track of where I had gained my knowledge from as I recorded the information, date, and bibliographic details of each source. This clearly reflects my engagement with action as I was really learning by doing. I had created several note taking formats, but found flaws in each and therefore had to keep modifying as I went to produce my ultimate format that ensured I was able to logically collate all my information.

Collaboration is a really important aspect of the project and the perfect opportunity to engage in action. I was reliant on guidance and help from others, but also needed to show respect for the people helping me, by showing them I was engaged, listening to their advice and acting on it. When I met with my mentor I would always go along prepared with questions I needed to have answered to make sure I didn’t waste any of my time and especially hers. After each meeting I would complete a Journal entry (see appendix 4-6) to make sure I recorded the answers to my questions, any notes on advice or tips she gave me and also to make a list of the next steps I needed to complete in order to achieve my overall goal. This is a skill and an organization technique that I found easy to use, very useful and I can see this will help me in future research projects. I really enjoyed the research aspect of my project as I learnt to use primary sources of information. I did use the internet and a few books to research sewing skills and design techniques, but by far collaborating with an actual expert, sharing their ideas and putting my internet and book research into action and seeking the opinion and clarification from my mentor was by far the most meaningful research I completed. This experience has changed my perspective and definitely developed my research skills as I think I will now look more broadly as to where I can find accurate and useful information. I won’t simply rely on the internet. When I look at what thinking skills really entail, I can see that my project experience has in many ways required me to use and develop all aspects. As my project progressed, I was faced with hurdles and challenges requiring action and ultimately me finding ways around them. I was constantly reflecting on my project, identifying the weaknesses, considering options and possible solutions, then applying my solution or transferring my knowledge to overcome the obstacle. This was the part I actually enjoyed the most as it was my project and I was able to be as creative as I wanted to be. Now that I have reached the end of my project I can see that I have grown as a person and as a learner. I can see that my every step forward in my project was actually me engaging in action to ultimately achieve my goal. As a result I think I am far more independent and empowered to take control of my own learning and research beyond the Personal Project.

Exemplars were re-produced thanks to the generosity of Youbeen (Rachel) Oh.