MYP Personal Project Guide

8/11/2019 MYP Personal Project Guide

1/35

STUDENT: SUPERVISOR:

Student Guide

IBMYP Personal Project

2013-2014


2/35

Table of Contents

Introduction Page 2

What is the Personal Project?What sort of project can I do?Each project mustYour Personal Projectis not

MYP Areas of Interaction Pages 5 6

What are the Areas of Interaction?Example of a topic viewed through A.O.Is

Working with your Supervisor Page 10

Using the Design Cycle Page 11

Tracking my Progress: The Process Journal Page 12

The Report Page 13 14

Assessment of the Personal Project Page 15

Timelines and Deadlines Page 16- 17

Appendix 1: Detailed Assessment Criteria Page 18 - 24

Appendix 2: Students Final Self-Assessment Page 25

Appendix 3: Personal Project Supervisors Final Assessment Page 26

Appendix 4: Interim Assessment of Process Journal Page 27

Appendix 5:Meeting Notes Pages 28 - 33

Appendix 6: Copy of Supervisor Agreement Page 34

Appendix 7: Glossary of Terms Page 35

How to for Personal Project Pages 7 - 9

2


3/35

IntroductionWhat is the Personal Project?

The Personal Project is an independent assignment that can be on any topic and take any form as longas it has a strong connection to one Area of Interaction. If you choose the right Personal Project, it willgive you the opportunity to share with others something that is important to you, and it will be anexciting and rewarding experience.

It is yourproject that demonstrates the skills you have developed over the years in the Middle YearsProgram (MYP). The Personal Project holds a special place of importance in the MYP, as it is aculminating even which is completed in the final year of the program (Grade 10).

You will be working on yourproject over the course of many months, so be sure you pick a topic inwhich you have a strong interest or genuine curiosity. The project will consist of the actual project,the processjournal that documents your ideas and work throughout the project, and thepersonalreport which will be summarize your overall experience.

What Sort of Personal Project Can I Do?There are two main types of Personal Projects:A: Those which research a topic and result in an extended piece of writing

These pieces have a very clear purpose. The writing should not be a simple narrative recount or outline.You should:

Decide on your topic Generate a clear purpose for your writing (to inform, educate, entertain, persuade,

instruct, investigate, etc) Determine who your audience will be (this will shape your language) Decide on an appropriate form (this will give your writing a purposeful structure)

B: Those which involve creating something and results in a product or event

This option allows you to use your creative talents to build, design or make something. Yourpersonal statement will be shorter but should follow the required format as set out in thefollowing pages.It is essential that you discuss your ideas with your supervisor to determine whether or not theyare realistic. This may be the first time that you have undertaken a significant piece ofindependent investigation so it is anticipated that you will require the support of your supervisor.

The key elements to a successful and meaningful Personal Project are: Originality,individuality, personal and something you have a genuine interest in.

Some examples of Personal Projects:

Participate in and help organize a walk for Autism (event)

Create a scrapbook of mentors and role models for young teens (product)

Create a website to inform people of the use of subliminal messaging (product)

Create a music video to inform students to rise above the influence of peerpressure (product)

Paint a mural to depict diversity and respect (product)

Inform people about the reality of domestic abuse through an interpretive dance (product)

Teach parent to play the piano who has no prior piano playing experience (product)

How young children learn languages (extended writing)

The importance of sports for handicapped people (extended writing)

How different types of music are used in advertising (extended writing)

3


4/35

Reclaiming and restoring something old, e.g a dolls house, go-kart (product)

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 ofInteraction

Bepersonal reflect your unique interests, abilities, and/or concerns Be the result of your initiative, creativity, and ability to organize andplan

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

An essay.

Apart 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.

!"#$%&'( !#%*"+, -,./"&,$ 01 !"#$%&'( !#%*"+, -,./"&,$ 01234!"#$%&'( &*'$+# , +-.&/%$+0/ (0-12 '$3& 4,*$"

5&&. -. 6$#7 (0-/ ./0"&++ 80-/*,' ,+ (0- ",*

"'&,/'( 20"-9&*# !:;


5/35

MYPAreasofInteraction

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 throughHealth and Social Education include:

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 effectson the health and well-beingof others

Environments

This 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 otherseffect on theenvironments from our day-to-day lives.

Some skills, attitudes, and values developed throughEnvironments include:

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.

5


6/35

Human IngenuityThis Area of Interaction encourages you to examine and reflect on the ingenious ways in which

we as humans think, create, and initiate change. You are encouraged to consider the impact ofhuman creations on society and on the mind. Youbecome driven to appreciate the initiativehumans have to transform, enjoy, and improve the quality of life over time.

Some skills, attitudes, and values developed throughHuman Ingenuity include: 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 will

acquire skills, attitudes, and practices to become a successful learner. Youbecome 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 Learning include: 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?

Community and Service Approaches to Learning

Organize a music

showcase atProvidence Hall

that raises moneyfor a local charity

MUSIC

By researching and

practicing, teachyourself how toplaythe drums and video

tape theprogress

Health and Social Education

Create a brochure topersuade the Boardthat listening to

music while studyingor working ispositive

Human Ingenuity

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

research

Environments

Paint a mural in theschool depicting the

positive effect music canhave on you in order to

promote joining thebandor choir

6


7/35

Personal Project BrainstormingTopic What

Question Are

You Seeking

to Answer?

Goal and

PurposeSpecifications Process Outcome or

Product

Learning to

motivate

others

How can I

inspire

children totake

responsibility

for theirenvironment?

To create a

workshop thatinspires

children totake

responsibilityfor their local

environment.

The workshop:

Has clear andmeasurable

objectives

Is the right

length forkids

Includes the

right amount

of activitiesfor the

purpose ofobjectives

Includes areflection bythe students

that

participated

Research how a

workshopenvironment

can motivateothers to takeaction.

Research how

to plan aworkshop.

Plan, deliver,and evaluate

the workshop.

Reflect after the

workshop

about what s/helearned about

how otherslearn and the

planning for

others

Workshop

packproducedcontainingplan

and materials

Delivery ofworkshop tochildren.

Comm

unityandService

Social ActionHow can I raise

money for a

charity

supporting aspecific cause?

To raise moneyand resources

for a charity

supporting aspecific cause

The campaign :

Is

communicate

d clearly to

the schoolcommunity

Gives

information

to thecommunity

about how

the money orresourceswill be used

Has an event

where the

money orresources can

be donated

Is

appropriate

to a specifictarget

audience

Research

activism , howcharities work

and theirmethods offundraising

Focus on a

particular

charity of

personal

interest andorganize a

fundraising

campaign

Runsthe

campaign and

reflects

Fundraising

campaigncompleted

Donation andpresentation of

funds/resources

to chosencharity

ApproachestoLearning

7


8/35

Well-Being

How can new

students to ourschool feel

welcome andsupported?

Create a

welcomesystem for

students newto the school

The proposal:

Is

communicate

d orally with

a PowerPoint for

supportIs clear and

well-defined

Provides

evidence of

research

Shows that

the system is

sustainable

and cost-

effective tothe school

Shows thatthe pack for

new students

is relevant

Shows that

there willbe

support fromother

students

Research theeffects of

moving to anew school on a

persons senseof identity

howrelationshipsdevelop/how

people canbe

helped to settleinto a new

environment

Propose avolunteer

buddy system

and a welcome

pack for new

students andcreates thewelcomepack

Produces a

proposal tobe

put on theleadership team

at school

Reflects on new

understandings

Welcomepackandproposal

forthevolunteer

buddyprogram

Example: bagorfoldercontaining

usefulinformation

about theschool and area and

information

about

clubs/sports

teams

Environments

Working

environment

and health

What can I doto help

improve the

schoolenvironment?

To improve theschool

environment ina simple, cost-

effective way

(beautification

of schoolgrounds)

The location of

the plants takeinto account

health and safetypolicies at theschool

The plants areeasy to maintain

There is a range

of plants thatprovides a mix of

foliage and color

There is a systemin place for

ensuring that the

plants are caredfor.

Research the

effect of theenvironmentonhealth

Identifies

ways that s/hecanbenefit the

school plantsfor certain

classroomsand outside

areas

Organizesfundraisingandplantingevent

Reflects on how

the plants madean effect on theenvironment at

the school

Arrangement of

plants invarious areas of

the school

Healthan

dSocialEducation

8


9/35

Human

Ingenuity

The value ofbamboo

What valuedoesbamboo

have for the

Vietnamese?

To show thevalue of

bamboo in

Vietnamesedaily life

Thepainting:

Includes

images of

howbamboois used in

daily lifeIs acrylic on

canvas inobservational

style

Is mixed

media andrealism bamboo

products

attached tothe canvas

Is on a canvas

size 1m x 1m

Explore the usesof bamboo in the

Vietnamesecommunity andVietnam overall

Identify/researchhow the material

is used in manydifferent ways

and decides to

produce anartwork tocommunicate

the findings

Experiments

with ideas and

plans artwork toreflect how the

material is usedin ingeniousways

Reflects on the

learning aboutbamboo and

the new

discoveriesmade, and hows/he developed

as an artist

Three-dimensional

painting

BackwardPlanningandSchedulingyourPersonalProject

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

date and ends in May when your project should be completed.2. In your process journal, brainstorm all of the things that need to be done to complete the

project: interviews, appointments, book/internet research, rehearsals, phone calls, filmediting, anything and everything that will go into completing theproject.

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 things

earlier 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!

9


10/35

You will have a Personal Project Supervisor. Supervisors are faculty and stafffrom 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 finalproduct.

What are my responsibilities to my supervisor?

1. It is your responsibility to show up to the Meet and Greet day with appropriate andnecessary 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 every meeting.

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 and

process for completion, and take the supervisors comments seriously.

5. You are responsible for documenting meetings in the Meeting Notes section in your

Student Guide and 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 asplanned.

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

5. Your supervisor should encourage you to keep written records of meetings in the

Meeting Notes section of your StudentGuide.

6. Your supervisor should provide feedback on your progress, continuously review yourProcess Journal, and document meetings in the Supervisor Handbook to obtain an overall

view 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 the

Spring of 2014 when Personal Projects are exhibited and which students also attend.

1


11/35

Cycle

The Design Cycle is a process model for creating just about anything. It is a continuousprocessthat you may go through many times before your project is complete. The Design Cycle should

be used as a guide for the next steps in completing your project. These steps shouldbe

recorded in your Process Journal.

1


12/35

h

The Personal Project is an excellent example of the value of learning by doing. Keeping a ProcessJournal is of critical importance of making the doingof 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 filesbut 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 diaryof your experience in creating theproduct for yourPersonal Project.Your Process Journal should include: It may also include:

! Thoughts (Thinking Maps) ! Sketches

! Ideas ! Calculations! Plans ! MeetingNotes! Questions ! Reminders! Decisions! 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 used

throughout the process

Aplace forplanning

Aplace for recording interactions with

sources

o Teacherso Supervisorso People on the outsideo Research

A means of exploring ideas

Aplace for storing useful information

o Quotes

o Pictures

o Ideas

Aplace for evaluating work completed

Aplace for reflecting on learning

Devisedby 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 useful

for the student)

Written up after the process hasbeen

completed

Additional work on top of the project; it is

a part of and supports theproject

A diary with detailed writing about what

was done

A static document with only one format

12


13/35

As you approach completion of your Personal Project and using your Process Journal or yourproject as a guide, you will complete a Report. The Report is an organized piece of writing thatdescribes the goals of 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 effectivelyyou pursued and completed your goals.

The Report must include:

Title Page" Personal Project Title" School Name" YourName

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

" You may also include an image to make it unique!" Year

Table of Contents

Body of the Report

The report must include the following headings in the order in which they appear below.

The questions below are guiding questions only;we expect and encourage youto provide more details and additional information as necessary.

I. The Goal (see Criterion B)

What area of interaction was the context for your project? Why did you generallychoose that area of interaction? What specific features of the area of interaction

did you intend to focus upon in your project and why?

What personal interest topic did you select? Why did this topic interest you?

How much prior experience or understanding of this topic did you have? Howdoes this interest or topic directly relate to your chosen area of interaction?

What inquiry question did you design from the area of interaction and topic?

What process did you use to decide on your inquiry question?Why is yourquestion one that requires more than a simple answer? How can someonerecognize the area of interaction in the question? How do they recognize thetopic in the question?

What goal did you set for your project? What specifications did you put in place

to help you successfully complete your investigation and your project overall?

II. Selection of Sources (see Criterion C)

What resources did you investigate for your project? Why did you choose them?

Were some resources better than others? Did you have any difficulties finding orusing resources?

What printed resources did you use? Why did you use them?Where did you findthem? How easy were they to obtain? What was valuable about them?

13


14/35

What electronic resources did you use? Why did you use them? How did youaccess them? How easy were they to access? What was valuable about them?

What human resources did you use? Why did you use them?How easy were theyto meet or talk to? What was valuable about them?

How did you make your choices about what information to use and what to

discard? How did you evaluate your sources?(see attached grid for evaluatingsources)

III.Application of Information (see Criterion D)

What exactly did you do to complete your project? What decisions did you makebased on the information you discovered? How did you solveproblems? How didthe information affect your choices?

Were there any specific techniques you developed as a result of yourinvestigation?

IV. Achieving the Goal (see Criterion E)

Did you adjust or alter your original goal as the project developed? If you madechanges, why did you make the changes? Do you feel that you successfullyachieved your goal?

Did you have to alter your specifications much during theprocess? Explain howeffective your specifications turned out to be overall and evaluate yourproduct.

What level of achievement would you award your product or outcome based onyour specifications? Does your supervisor agree with this?

V. Reflection on Learning (see Criterion F)

What exactly did you learn from your investigation? What was your response toyour inquiry question? How did you reach your conclusion or hypothesis orpoint

of view or expression of ideas? What aspects of your investigation really helpedyou to reach a better understanding of your topic?

What new understanding do you have the area of interaction you chose to use asthe context for your project? How did the area of interaction context give you adifferent or better understanding of your topic?

How well did you do the project, according to your self-assessment? What did

you feel you did well? What would you improve next time you do a similarproject?

What specific skills did you need to develop/apply to investigate and completeyourproject?What new skills did you learn, or what existing skills did youimprove?

What format did you use for your Journal and why was it your preferred format?

Bibliography

Appendices

" Pictures, Drawings, Sketches etc. that contributed to yourproje

14


15/35

C n

The following assessment criteria have been established by the International BaccalaureateOrganization (IBO) for the Personal Project. The final assessment required for IBO-validated

grades and IBO certification at the end of your time in the MYP mustbe based on theseassessment criteria:

Criteria Description Evidence Maximum Sc o r e Criterion A Use the Process

JournalProcess Journal 4

Criterion B Define the Goal Report 4

Criterion C SelectSources Report 4

Criterion D Apply Information Report 4

Criterion E Achieve the Goal Product and Report 4

Criterion F Reflecton Learning Report 4

Criterion 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 1-7 using the following scale:

Grade Boundaries1 0-5

2 6-9

3 10-13

4 14-165 17-21

6 22-24

7 25-28

In order to successfully complete the Personal Project, the Middle Years Program,

and meetthe requirements for the Diploma Program, you must earn at least a 3.

15


16/35

Timelines

Month Topics for Discussion with Supervisor/Independent Work

October

15, 2013

Brainstorm Personal Project Ideas

Have attended the Personal Projectintroduction assembly

Work onbrainstorming/writing in your Process Journal

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

end of October.

November

Review Process Journal Should have at least 10 entries

Review steps taken and work accomplished over the last month

Discuss challenges, questions, avenues for research and brainstorm on resolutions

and actions tobe taken

Ensure that project is developing as planned or outline specific modificationsSupervisor and Student 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 thePersonal Project)

December


Review steps taken and work accomplished since last meeting

Discuss challenges, questions, avenues for research and brainstorm on resolutions

and actions tobe 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 (student

should write this down in the meeting notes in the Student Guide to thePersonal

Project)

January

2014


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 thePersonal

Project)

16


17/35

February

2014



Discuss challenges and questions regarding the creation of the finalproduct.

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 (student

should write this down in the meeting notes in the Student Guide to the Personal

Project)

March

2014

Review Process Journal


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 Personal

Project)

April

2014

Product of Personal Projectshould be completed

Collaborate 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 in

Process 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

17


18/35

Appendix 1: Detailed Assessment Criteria

CriterionA: 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 Descriptor

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

1 The student demonstrates minimal:

Organizational skills through time and self-management

Communication and collaboration with their supervisor

Information literacy, reflection, and thinking

2 The student demonstrates some:




3 The student demonstrates satisfactory:




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



18


19/35

Criterion Define the Goal

Students should:

Identify and explain a topic based on personal interestJustify one focus Area of Interaction as a context for theproject

Outline a clear, achievable, challenging goal

Create specifications that will be used to evaluate theprojects outcome/product



1 The student:

Identifies the topic of interest, a focus Area of Interaction, and a

limited goal

Creates minimal specifications to evaluate the projectsoutcome/product or none at all

2 The student:

Outlines superficially the topic of interest, the focus Area of

Interaction, and an achievable goal

Creates specifications for evaluating the projects

outcome/product, however they lack definition

3 The student:

Describes clearly the topic of interest, the focus Area of

Interaction, and achievable and appropriately challenging goalCreates satisfactory specifications for evaluating the projects

outcome/product

4 The student:

Justifies effectively the topic of interest, the focus Area of

Interaction, and an achievable and appropriately challenging"#$%

Creates appropriately rigorous specifications for evaluating theprojects outcome/product

19


20/35

Criterion C: Select Sources

Students should:

Select varied, relevant sources to achieve the goalEvaluate sources

* Evidence will be seen in the body of the report and the works cited page


0 The student has not reached a standard described by any of the

descriptors given below.

1 The student:

Selects very few relevant sources to achieve the goal

Demonstrates minimal evaluation of sources

2 The student:

Selects some relevant sources to achieve the goalDemonstrates some evaluation of sources

3 The student:

Selects satisfactory variety of relevant sources to achieve thegoal

Demonstrates satisfactory evaluation of sources

4 The student:

Selects a wide variety of relevant sources to achieve the goal

Demonstrates well-developed evaluation of sources

20


21/35

Criterion D: Apply Information

Students should:

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




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

projects goal


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

projects goal

3 The student demonstrates satisfactory:

Transfer and apply information to make decisions, create

solutions, and develop understandings in connection with theprojects goal

4 The student demonstrates well-developed:

Transfer and apply information to make decisions, create

solutions, and develop understandings in connection with theprojects goal

21


22/35

Criterion Achieve the Goal

Students should:

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



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

The outcome/product is of very limited quality and meets few of thespecifications.


The outcome/product is of limited quality and meets some of thespecifications.


The outcome/product is of satisfactory quality and meets many of the

specifications.4 The student evaluates the quality of the outcome/product.

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

22


23/35

Criterion F: Reflect on Learnin

Students should:

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

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




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

Reflection on how they have developed as a learner bycompleting theproject


Reflection on how completing the project has extended their

knowledge and understanding of the topic and the focus Area ofInteraction


3 The student demonstrates a satisfactory:



4 The student demonstrates a well-developed:



23


24/35

Criterion G: Report the (The

Students should:

Organize the project report according to the required structureCommunicate 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.



1 The student demonstrates:

Minimal organization of the project report according to the

required structureCommunication, which is rarely clear, coherent, and concise and

may not meet required limits

Inaccurate use of recognized conventions to acknowledge

sources or no acknowledgement of sources


Some organization of the project report according to therequired structure

Communication, which is sometimes clear, coherent, and

concise and is within required limits

Some use of recognized conventions to acknowledge sources


Satisfactory organization of theproject report according to therequired structure

Communication, which is generally clear, coherent, and concise

and is within required limits

Generally accurate use of recognized conventions toacknowledge sources


Consistent organization of theproject report according to therequired structure

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

Accurate use of recognized conventions to acknowledge sources

24


25/35

Students

Title/Topic:

Approaches to Learning Not Yet Progressing Successful Surpassed

Expectations

Has contacted supervisor regularly

Sought help when necessary

Worked independently

Organized time effectively

Met 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 4

Criterion C Select Sources Report 4

Criterion D Apply Information Report 4

Criterion E Achieve the Goal Product andReport

4

Criterion F Reflect on Learning Report 4

Criterion G Report the Project Report 4

Answer the following questions:

Whatdoyoufeelyourlevelofachievementis onthescaleof1-7?

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

What did you enjoy most about your project?

25


26/35

n

Title/Topic:

Criteria Evidenced

Criterion A Use the Process Process

Criterion the Goal

Criterion Select Sources

Criterion D Apply

Criterion E Goal Product

Criterion F Reflect on Learning

Criterion G Report theTotal Points Achieved

Personal Project

Approaches to Learning Not Yet Progressing Successful Surpassed

Expectations

Has contacted supervisor regularly

Sought help when necessary

Worked independently

Organized time effectively

Met Deadlines

Effort

Refer to the descriptors for details

Comments as Necessary

Signature Date

26


27/35

Process(Copy as needed for Supervisors comments onprogress)

Student: Supervisor:

ProjectTitle/Topic:

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:

27


28/35

Meeting Notes

Meeting # Date:

Comments on Work to Date:

Action to be Taken by Student:

Action to be Taken by Supervisor:

28


29/35

Meeting

Meeting # Date:




29


30/35

Meeting

Meeting # Date:




30


31/35

Meeting

Meeting # Date:




31


32/35


33/35

Meeting

Meeting # Date:




33


34/35

IB Middle Years Program: 10th

Grade Personal Project2013-2014

Supervisor 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 October 15, 2013.

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

StudentName:

Supervisor:

Information for all Supervisors:

All students in the International Baccalaureate Middle Years Programme are completing a Personal

Projectas the culminating assignment. The Personal Project can take many forms - a work of art, a

scienceexperiment, a community service project -but it is a long-term project based in an area of interest

for the student. Each student is required to have a supervisor to offer consistent guidance and feedback

and 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 in

the Supervisor Guide

Meet with your student(s) on a regular (typically at least once each month) basis between

now and May 2014 to monitor progress, give feedback, and offer suggestions for next steps

Get in contact with the Personal Project coordinator if your student(s) are not fulfilling the

requirements 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/GuardianSignature

***Parent/ GuardianTelephone: _Email:

34


35/35

Glossary of Terms

Area of Interaction -a lens through which to view a topic that helps narrow your focus.For example, I can view the topic of school through the lens of Health and Social Educationand only care about the physical and emotional well-being of the students. However, if I

look through the lens of Community and Service I will only care about the socialresponsibilities I have to my school in relation to publicity and fundraising.

MYP Middle Years Program of International Baccalaureate. It spans 6th-10thgrade and preparesstudents for the rigor of the Diploma Program.

DP Diploma Program of the International Baccalaureate. It spans 11thand 12thgrade and preparesstudents for college and career.

The Design Cycle - a process model for creating just about anything. It is a continuous process thatyou may go through many times before your project is complete.

Supervisor A teacher or other staff member that will help you through your Personal Project. They camentor you through content knowledge, organization skills, etc. Make sure you are asking for help that yoneed!

MYP Personal Project Guide

Documents

Transcript of MYP Personal Project Guide