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Inderkum TigersPersonal Project Guide

2014-2015

meldworkshop.com/blog/what-will-you-make-once-the-space-is-open-for-business

Compiled by Devin Ozdogu (MYP Coordinator)

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Table of Contents:

LETTER OF INTRODUCTION 3

PERSONAL PROJECT OVERVIEW 4

PHASE 1: ESTABLISHING YOUR PERSONAL PROJECT 6

PHASE 2: ESTABLISHING CRITERIA FOR THE OUTCOME 15

PHASE 3: PROCESS JOURNALS 19

PHASE 4: THE WRITTEN REPORT 22

PHASE 5: EXHIBITION PREPARATION 24

FORMS: 25

RESOURCES: 29

WORKS CITED: 30

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Letter of IntroductionDear Personal Project Participant,

Learning doesn’t stop when the bell rings at 3pm. You’re learning stuff that you want to learn all the time. It’s not homework or for a grade, but you’re still dutifully pursuing your true passions on your own free time.

So, what do you want to learn? Do you want to direct a short movie? Do you have a secret passion to write your own comic book? Do you aspire to run your own business? Do you want to organize a project to address a need in your community? The Personal Project is your chance to do something that you actually value and, as a result, expand as a learner.

Overall, the IB Personal Project is a significant body of work produced over an extended period of time that relates to you and your interests and passions. It is a product of your own initiative and imagination that reflects your own experience with the Middle Years Program.

The IB Personal Project holds a very important place in the IB MYP program*. It is a requirement for all 10th graders to complete the Personal Project at Inderkum. Your Personal Project serves as the culmination of your experiences in the Middle Years Programme. The topic you select should be clearly focused on an issue or theme that is closely related to one of the Global Contexts (see pages 9-12). Since you will be working on this project for an extended period of time, it needs to be something you really want to do.

The Personal Project allows you to explore a personal passion rather than a topic that someone else has assigned. Your inspiration may come from a journal prompt, a conversation with a teacher or parent, or (more likely) how you spend your free time. The project is monitored by a staff member at Inderkum, but it is ultimately your responsibility to present it for evaluation at the Personal Project Exhibition in May.

Please prepare to take great pride in accomplishing this extended piece of independent work. After all, it reflects who you are as a learner. Your completion of a successful Personal Project is not only a requirement for completion of the Middle Years Programme, but it is

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also an excellent preparation for future studies, job interviews, internships, summer employment, and career development. We are excited for you to embark on this new exploration.

Sincerely,

Devin OzdoguIB MYP CoordinatorInderkum High School

*Only schools authorized by the IB Organization can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit http://www.ibo.org

PERSONAL PROJECT OVERVIEW

WHAT IS IT?The Personal Project is an individual, self-directed project completed in Grade 10. It is not attached to a grade of any kind, but it is a requirement for completion of the Middle Years Programme. Only students who complete the Personal Project will be awarded with a Middle Years Programme certificate of completion along with a notation in their transcript.

WHAT ARE THE COMPONENTS?Every Personal Project has the following components:

1. A selection & goal setting document (1 page)2. An ongoing process-journal (8-15 reflective diary entries

about progress made)3. A formal written report (10+ pages in length)4. An end product that will be showcased

HOW IS IT SELF-DIRECTED?Students (not teachers) will:

decided what they want to know & what they will need to know to complete the project

create specifications/criteria for the project

plan time and materials

record developments of the project

make decisions, develop understandings, & solve problems

communicate with their supervisor and others

create a product/outcome

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evaluate the product/outcome

reflect on the project and learning process

HOW DO STUDENTS CHOOSE THEIR PROJECTS?The personal aspect should be based around a topic that motivates and interests you, and it should contribute to your development as an independent, lifelong learner as reflected in the IB learner profile.

WHAT ARE THE FINAL PRODUCTS?The outcome or product of a personal project will vary depending on the nature of the goal of the project and the chosen global context. Your final product or outcome can be:

an original work of art (painting, sculpture, script for a film, play, etc.)

a model a business plan a campaign a blueprint or architectural drawing an extended piece of writing (literary, scientific, etc.) a course of study a debate a film or video, etc.

WHO SUPERVISES THE PERSONAL PROJECT?Each student must have a Supervisor who is a teacher, administrator, or counselor at IHS. The Supervisor’s role is to provide guidance, offer support, and assess the final product.

WHAT ARE THE DEADLINES? Feb. 6th:

o Confirm a Supervisor in ManageBaco Write and upload a 1 page description of project’s goals

(see pages 7-8)o Complete at least 1 process journal entry into ManageBac

Feb. 29th:o Have completed the first formal check-in with

Supervisoro Write and upload a page description of the Evaluation

Criteria, Global Context selected, and Approaches to Learning selected

o Complete at least 2 more process journal entries into ManageBac

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March 16th:o Have completed the second formal check-in with

Supervisoro Write and upload a 2 page explanation of the research

completed (selection of sources)o Complete at least 2 more process journal entries into

ManageBac

April 15th: o Have completed the third formal check-in with

Supervisoro Write and upload a 2 page explanation of the application

of research and the actions takeno Complete at least 2 more process journal entries into

ManageBac

May 15th:o Have completed the fourth formal check-in with

Supervisoro Write and upload a 2 page explanation of the application

of research and the actions takeno Complete at least 2 more process journal entries into

ManageBac

May 21st: (tentative)o Personal Project Presentation Night

product is in its final draft form written report is finalized and published students present to peers, parents, and community

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Phase 1: Establishing your Personal Project

STEP #1: Investigating and Choosing the Goal and Topic1

Any project will involve an important phase of investigation or research. When you are choosing your topic or theme, and the goal of your project and your approach, you must remember that the personal project is your way of demonstrating your understanding of the areas of interaction. You must therefore choose a goal and focus on of the global contexts that will allow you to do this.

You should discuss ideas with different people, both inside and outside the school, to help you to focus on precisely what you are going to do.

It is also important that you have a discussion with your mentor about your choice to see whether or not your intentions are realistic. This may be the first time you have been asked to do a significant independent investigation. You should realize that your supervisor is not looking for work of university standard. Instead, this is an opportunity for you to demonstrate such things as the approach you are taking, the methods you are using, and your ability to describe and justify a focus on your chosen topic.

Your topic or theme should not be too general, nor must it be one that would lead you to paraphrase or summarize what you have read in a book, in an encyclopedia, or on the Internet. It should be a topic or theme that you really want to explore, and that will allow you to reflect on and analyze ideas to express a personal point of view.

It is important that you continually keep the goal of your personal project in mind, although the goal could be modified in the light of experience gained during the process.

These questions may help you select a topic.

What do you like to do in your spare time? What are some of the things you do really well? What would you like to do better? When it comes to writing, what kinds of assignments do you

1 This section is directly taken from Berg, page 15. See Works Cited.

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most enjoy? What kinds of writing assignments do you least enjoy? Think about your community. What improvements would you

like to make? Will you involve the community in your project? If so, how? Which Area of Interaction has inspired you most?

Step #2: Writing S.M.A.R.T. Goals 2

You have a general idea of your topic. Now, we just need to refine it into a specific goal that you will achieve before the presentation in May. Writing a S.M.A.R.T. goal will give you guidance about how to write an excellent Personal Project goal.

Specific

Measurable

Attainable

Realistic

Timely

Specific:A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions:

• Who: Who is involved?• What: What do I want to

accomplish?• Where: Identify a location.• When: Establish a time frame.• Which: Identify requirements

and constraints.• Why: Specific reasons,

purpose or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, “Get in shape.” But a specific goal would say, “Join a health club and workout 3 days a week.”

How Your Goal is Specific:

2 This section on SMART Goals comes entirely from TopAchievement.com. See Works Cited.

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Measurable

Establish concrete criteria for measuring progress toward the attainment of each goal you set.

• When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

• To determine if your goal is measurable, ask questions such as……

• How much? How many?• How will I know when it is

accomplished?

How Your Goal is Measurable:

Attainable When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.

How Your Goal is Attainable:

Realistic To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every

How Your Goal is Realistic:

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goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.

Timely A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? “Someday” won’t work. But if you anchor it within a timeframe, “by May 1st”, then you’ve set your unconscious mind into motion to begin working on the goal. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal. T can also stand for Tangible – A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.

How Your Goal is Timely/Tangible:

STEP #3: Select a Global Context to Shape Your Project3

Select your Global Context Inquiring into a topic through a global context enables you to develop a deeper understanding of both the topic and how it relates to the real world. The selected global context will inform the questions that you will ask as you develop your personal project. The global context will help you explain why your project matters.

Global Contexts:

3 This section comes from “Meade High School International Baccalaureate Middle Years Program Personal Project Guide” (pages 5-9). See Works Cited.

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Identities and relationshipsWho am I? Who are we?

Students 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.

Possible explorations to develop:

Competition and cooperation; teams, affiliation and leadership

Identity formation, self-esteem, status, roles and role models

Personal efficacy and agency; attitudes, motivations, independence; happiness and the good life

Physical, psychological and social development; transitions; health and well-being; lifestyle choices

Human nature and human dignity; moral reasoning and ethical judgment; consciousness and mind

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)

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Orientation in space and timeWhat is the meaning of "where" and

"when"?

Students 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.


Civilizations and social histories, heritage; pilgrimage, migration, displacement and exchange

Epochs, eras, turning points and "big history"

Scale, duration, frequency and variability

Peoples, boundaries, exchange and interaction

Natural and human landscapes and resources

Evolution, constraints and adaptation

Project Examples:• The Euclidean space perspective of the universe; a 3D model • 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?

Students 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.

Possible explorations to develop: Artistry, craft, creation, beauty Products, systems and

institutions Social constructions of reality;

philosophies and ways of life; belief systems; ritual and play

Critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument

Metacognition and abstract thinking

Entrepreneurship, practice and competency

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

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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?

Students 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.


Systems, models, methods; products, processes and solutions

Adaptation, ingenuity and progress

Opportunity, risk,

consequences and responsibility

Modernization,

industrialization and engineering

Digital life, virtual

environments and the Information Age

The biological revolution

Mathematical puzzles, principles and discoveries

Project Examples:• Nano fibres build stronger bikes (a prototype bike with nano fibres)• What’s the matter with the anti-matter? (an informational, TEDx talk)• Why are genetics and genomics important to my health? (a media

presentation)Can stem cells replace organ transplants? (an investigative report)

Globalization and

Possible explorations to develop: Markets, commodities and

commercialization

Human impact on the environment

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sustainabilityHow is everything connected?

Students 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.

Commonality, diversity and interconnection

Consumption, conservation,

natural resources and public goods

Population and demography

Urban planning, strategy and infrastructure

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 developmentWhat are the consequences of

our common humanity?

Students will 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.


Democracy, politics, government and civil society

Inequality, difference and inclusion

Human capability and development; social entrepreneurs

Rights, law, civic responsibility and the public sphere

Justice, peace and conflict management

Power and privilege Authority, security and

freedom Imagining a hopeful future

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

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Here are examples of how the global context will shape your personal project focus.4

Example Topic: Solar Energy DevicesGlobal Context Examples

Scientific and Technical Innovation

Design a 3D model of a solar device with instructions for construction

Orientation in Space and TimeInvestigate how, in history, different cultures have made use of energy for different needs

Globalization and Sustainability Debate Herve Kempf’s ideas about “how the rich are destroying the earth”

Your Project:Global Context for

Your Personal ProjectHow will it shape your project?

STEP #4: Select Approaches to Learning (ATL) Skills5

MYP projects are culminating activities through which students present, in a truly personal way, their development of ATL skills.

ATL skills that students have developed in subject groups will prepare them for working more independently and developing an MYP project over an extended period of time. Projects, essays and investigations carried out in the subject groups are important vehicles for helping students to develop the skills and attitudes needed to complete MYP projects.

ATL skills provide a solid foundation for learning independently and with others, demonstrating learning, and reflecting on the process of learning. They help students to become more autonomous, strategic

4 Examples of how Global Context shapes Personal Project focus comes from “Project Guide” (page 21). See Works Cited.5 Entire ATL section (except for table on this page) is taken from “Project Guide” (pages 22-23). See Works Cited.

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and self-motivated and ultimately prepare students for responsible participation in local and global contexts.

The next page shows possible alignment between ATL skills and project objectives; however, it is important to realize that ATL skills work in articulation across all stages of MYP projects, sustaining and often overlapping throughout the projects.

Students will demonstrate how they have met the objectives through their presentation or report at the end of the project. They will be expected to communicate clearly, accurately and appropriately, utilizing communication, organization and reflection as ATL skills.

Students have the opportunity to develop affective skills—mindfulness, perseverance, emotional management, self-motivation and resilience—throughout the entire process. This skill set contributes to managing state of mind and a healthy, balanced approach to the projects.

Which Approaches to Learning Skills connect to your project?

Planning Stages of My

Project

Action-Taking Stages of My

Project

Culminating Exhibition

Stages of My Project

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Phase 2: Establishing Criteria for the Outcome

Assessment:6 The IB Personal Project Rubric is on the following page. You should use the rubric to understand the performance expectations for your work and to self-assess your project before you submit it.

You can earn up to 32 points, 8 points within each of 4 criteria on the IB MYP Personal Project rubric. Once your Supervisor has assessed your project using the Personal Project rubrics, your score will be determined based on the following table:

Personal Project

Rubric Score IB Grade

32 – 28 727 – 24 623 – 19 518 – 15 414 – 10 3

9–6 25–1 1

To be awarded a certificate of completion in the MYP Programme, you must receive a score of 4 or better on your Personal Project.

6 The assessment description and the rubric come directly from “Meade High School International Baccalaureate Middle Years Programme Personal Project Guide” pages 12-13. See Works Cited.

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Assessment Criteria Personal Project

7-8 5-6 3-4 1-2

Criterion A: Investigating

The student is able to: define a clear and

highly challenging goal and context for the project, based on personal interests

identify prior learning and subject-specific knowledge that is consistently highly relevant to the project

demonstrate excellent research skills.

The student is able to: define a clear and

challenging goal and context for the project, based on personal interests

identify prior learning and subject-specific knowledge generally relevant to the project

demonstrate substantial research skills.

The student is able to: outline a basic and

appropriate goal and context for the project, based on personal interests

identify basic prior learning and subject- specific knowledge relevant to some areas of the project

demonstrate adequate research skills.

The student is able to: state a goal and

context for the project, based on personal interests, but this may be limited in depth or accessibility

identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance

demonstrate limited research skills

Criterion B: Planning

The student is able to: develop rigorous

criteria for the product/outcome

present a detailed and accurate plan and record of the development process of the project

demonstrate excellent self-

The student is able to: develop substantial

and appropriate criteria for the product/outcome

present a substantial plan and record of the development process of the project

demonstrate

The student is able to: develop adequate


present an adequate plan and record of the development process of the project

demonstrate adequate self-management skills.

The student is able to: develop limited


present a limited or partial plan and record of the development process of the project

demonstrate limited self- management

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management skills.

substantial self-management skills. skills.

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Personal Project

7-8 5-6 3-4 1-2

Criterion C: Taking Action

The student is able to: create an excellent

product/outcome in response to the goal, global context and criteria

demonstrate excellent thinking skills

demonstrate excellent communication and social skills.

The student is able to: create a substantial


demonstrate substantial thinking skills

demonstrate substantial communication and social skills.

The student is able to: create a basic


demonstrate adequate thinking skills

demonstrate adequate communication and social skills.

The student is able to: create a limited


demonstrate limited thinking skills

demonstrate limited communication and social skills.

Criterion D: Reflecting

The student is able to: present an excellent

evaluation of the quality of the product/outcome against his or her criteria

present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

present excellent reflection on his or her development as an IB learner through the

The student is able to: present a substantial


present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

present substantial reflection on his or her development as an IB learner through the project.

The student is able to: present a basic


present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

present adequate reflection on his or her development as an IB learner through the

The student is able to: present a limited


present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

present limited reflection on his or her development as an IB learner through the project.

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project. project.

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Develop Your Own Criteria for Success:7

How will you know that your project is successful? This is the only time that you not only get to select your topic but also get to determine how your project will be scored. You will create your own rubric that will be used by your supervisor to evaluate your project. Working with your Supervisor, you decide what constitutes a high-quality product/outcome.

You should not define your criteria until you have spent some time researching the goal. Your criteria should only be determined once you have a clear understanding of what you want to achieve and what your product/outcome will be.

Your Personal Project Rubric Criteria:Mastery Intermediate Developing

Criteria 1:

Criteria 2:

Criteria 3:

Criteria 4:

7 The text on this page comes rom “Meade High School International Baccalaureate Middle Years Programme Personal Project Guide” page 9. See Works Cited.

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Phase 3: Process Journals

The Process Journal: 8 You must keep a process journal containing all your thoughts, decisions and actions. This is a dated document that allows you to record your progress as you work on the project. Journals can take the form of a written notebook, word document, blog, video or audio recording. Your reflections should completed honestly and regularly to show you how your project is developing. It can be used to show your mentor the rate and direction of progress being made. It will also guide you as you write your project report.

The process journal is ... The process journal isn’t ... begun at the very start of the

process and used throughout the process

a place for planning a place for recording

interactions with sources, for example, teachers, supervisors, external contributors

a place for storing useful information— quotes, pictures, ideas

a means of exploring ideas a place for reflection on stages

of the project 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

used by the student to produce the project report

used on a daily basis (unless this is useful for the student)

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 about what was done

a static document with only one format

8 The text and table about Process Journals is from “Projects Guide” page 24. See Works Cited.

All Process Journal entries will be recorded at

Inderkum.ManageBac.com.24

9 Graphic comes from “IB Projects Teacher Support Material.” See Works Cited.

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10 Graphic comes from “IB Projects Teacher Support Material.” See Works Cited.

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Phase 4: The Written ReportWhat is the Written Report? 11 The project report is the formal record of the entire process you undertook to complete your Personal Project investigation. It will explain clearly to whoever reads, listens to or watches it:

Your Global Context & Approaches to Learning Your topic Your inquiry question and the product or outcome you created Your plans and the process you implemented The resources you used The techniques you applied The challenges and issues you faced and perhaps solved What you learned about your topic and area of interaction from

your investigation What you learned about yourself as a learner from the Personal

Project experience What should the project report look like?

The report is the place where you bring together and summarize your thinking, process and creation that helped you to complete your project.

You can start drafting the report at any stage or begin when you have completed the outcome or product, however make sure you plan in enough time to produce the report.

The information you include in the report is organized into specific sections, whichever format you choose. The report doesn’t replace the product or outcome of your project, so think about how you personally will communicate the information you want to in the best way for you. You will need to plan and organize the information. Your process journal entries will be extremely important at this point as it will contain all the information you need to complete the report, if you have used it consistently.

The report must include a: title page (name, title of project, word count, school name,

year) table of contents body of the report bibliography or source list

11 This page comes from BCIS page 38

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appendices

The length of the personal project report must be a minimum of 1,500 words and a maximum of 3,500 words not including the appendices and bibliography.

The appendices should contain at least two things, the bibliography and 10-20 entries from your process journal that are cited in your progress report. You can also include anything else that you think is useful

12The MYP personal project report demonstrates your learning throughout your project. Reflection and self-evaluation are a key component of your process journal entries and should be reflected in your project report. Some questions to consider:

How has subject-specific learning and the transfer of this learning impacted your project? What have you discovered in relation to the project goal and the global context? How have you developed as a learner, specifically your awareness and development of ATL skills?

The report should be presented with the following subheadings. Use the following questions to guide what you should include within each.

Investigating o What was your SMART goal?o What made your goal a highly challenging goal?o How did your personal interests influence the selection of your goal?o What is your global context? Why did you select this global context?o What is the relationship between your goal and the global context?o What relevant prior knowledge did you have?o What new understandings did you gain from your research?o What sources did you use?o How did you know they were credible? Accurate? Relevant? Objective?

Planning o What were your criteria?o Why did you select your criteria?o What makes your criteria rigorous?o Explain the step-by-step process and timeline you used as you worked to complete your project. o Refer to specific process journal extracts you included in your appendix.o How did you manage your time and resources effectively?o What obstacles did you experience?o How did you handle those obstacles?

12 This page of text comes from “Anne Arundel” pg 11.

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Taking Action o Describe the product/outcome that you created.o How does your product/outcome reflect the SMART goal that you developed? o How does your product/outcome reflect the global context you selected?o Why did you choose to express your learning through your product/outcome? o How did you collaborate throughout your project?o How does your product/outcome reflect new ideas and different perspectives?

Reflecting o How does your product/outcome meet each criterion that you developed?o How can you transfer your newly learned knowledge to other areas of your life?o How has completing the project extended your knowledge and understanding of your topic?o How has completing the project extended your knowledge and understanding of the global context you selected? o Which IB Learner Profile Attributes did you develop throughout the project.

Phase 5: Exhibition Preparation

Flexible options with the Report13 The formats for reporting the personal project are:

a written report in the format of an academic report, a website, blog or similar

an oral report that includes visual support a multimedia presentation such as a short film or a website that

includes both a writtentext and an audio-visual component written text and an audio-visual component

The supervisor is responsible for providing guidance to the student about the format of the report based on school decisions. However, the student must ensure that the format he or she chooses is not overly ambitious.

The oral report may suit a student who is able to communicate his or her ideas in spoken form, with visual support. Like the written report, 13 This page of text is taken from Ward pages 42-43. See Works Cited.

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an oral presentation requires careful planning, preparation and revision. The student should not underestimate the amount of preparation time, which will be equivalent to the preparation time needed for the written report. Planning, drafting, rehearsing and preparing materials will all be necessary for an oral report.

In a similar way, students considering a multimedia presentation for their report must not underestimate the work involved. For example, a student creating a 15-minute film about his or her personal project would need to communicate all aspects of the criteria and give a structure to the report similar to that required for the oral or written report. He or she would also need to think about when to begin any filming during the process.

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Forms:

Student & Supervisor Agreement

Student SupervisorI promise that I shall do my best to complete my personal project.

I will read the guidance provided and clarify any questions I may have.

I will ensure that all of the work is my own. I will properly acknowledge when the words, images, and ideas of others are used.

I will arrange and show up promptly to meetings with my supervisor.

I will respect all the deadlines.

Name:

Signature:

Date:

I promise that I will do my best to assist my student.

I will read and make use of all the guidance provided.

I will make myself available (at least four times) to meet with my student.

I will only provide guidance. I understand that the Personal Project is to be created, organizing, and carried out by the student.

I will report any problems to the Personal Project Coordinator (Scott MacMillan) or the MYP Coordinator (Devin Ozdogu).

I will respect all deadlines.

Name:

Signature:

Date:

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Personal Project Coversheet

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Personal Academic Honesty Form

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Resources:

A plethora of official IB examples can be found here:

http://tinyurl.com/ozwrqov

Resources include:

Example of video process journal

Example of video presentation (end of PP)

Full writing examples & assessed grade of Project on Sustainable Transport

Full writing examples/film & assessed grade of Project on Medley of Pop Music

Full writing examples & assessed grade of Project on Creating a Web Page

MLA GuidePurdue’s Online Writing Lab (OWL):

https://owl.english.purdue.edu/owl/resource/747/01/

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Works Cited:

Bergh, Stephanie. “Personal Project Handbook 2011-2012.” Crosswinds Arts and

Science International Baccalaureate World School, n.d. Web. Downloaded

Feb. 2, 2015. <www.emid6067.net/pdfs/IB%20Personal%20Project%20

Guide.pdf>.

“Creating Smart Goals.” Top Achievement, n.d. Web. Downloaded Feb. 4th, 2015.

<topachievement.com/smart.html>.

“Meade High School International Baccalaureate Middle Years Programme Personal Project Guide.” Anne Arundel County

Public Schools, n.d. Web. Downloaded: Feb. 2, 2015. <meadeseniorhigh.org/ourpages/auto/

2014/9/18/34094109/MYP%20Personal%20Project%20Guide%202014-2015.pdf>.

“Projects Guide.” International Baccalaureate, n.d. Web. Downloaded: Feb. 2, 2015.

<occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/searchres

ults.cfm&fileName=myp/mgrp9/personal_project/m_0_persp_guu_1405_2_

e.pdf>.

“Projects Teacher Support Material.” International Baccalaureate, n.d. Web.

Downloaded: Feb. 8, 2015. < ttps://ibpublishing.ibo.org/server2/rest/app/

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tsm.xql?doc=m_9_persp_tsm_1407_2_e&part=4&chapter=2>.

Ward, J. “The BCIS Personal Project Guide for 2013-2014.” Beijing City

International School, n.d. Web. Downloaded: Feb. 2, 2015. <bcis.cn/en/

component/docman/doc_download/402-personal-project-guide-

2013-2014>.

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staging.natomasunified.org · web viewinderkum tigers. personal project guide. 2014-2015....

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