2015-16 MYP Personal Project Handbook

IB MYPPersonal Project Handbook

2015-2016

Busan International Foreign School

Guiding Statements

Vision

Our students will develop and pursuetheir passions, be successful and contributeto a positive global future.

Mission

We are a diverse, supportive and dynamicinternational school that inspires and challengesstudents to explore, discover and thrive in theglobal community to which we belong.

We Believe

• Students are to be at the center of all that we do.

• Education is the shared responsibility of our entire community.

• In being an independent non-denominational internationalfamily school.

• In being unified and respectful in our diversity.

• In providing the very best inquiry-based, relevant, and experiential education for each student.

• Students are to give back through community service.

Busan InternatIonal ForeIgn schoolunited in our Diversity, thriving in our Individuality

IB MYP Personal Project Handbook2015-2016

2 Busan International Foreign school

this PP handbook Belongs to :

name :

supervisor :

supervisor’s email :

BIFs students are :

thinkers Knowledgeable

open-Minded caring

risk takers reflective

Principled Inquirers

Balanced communicators

IB MYP Personal Project handbook 3

Table of Contents

Message to students and Parents ............................................................... 4

What is the Personal Project? ........................................................................ 5

timeline ................................................................................................................... 7

assessment criteria ............................................................................................ 8

global contexts .................................................................................................... 13

approaches to learning ................................................................................... 17

steps to completing the Personal Project ................................................ 18

how Do I organize My report? ................................................................... 29

how Do I cite My sources? ........................................................................... 32

supervisors & Meetings .................................................................................. 34

Meetings ................................................................................................................ 35

report criteria checklist .................................................................................. 39

Final self-evaluation of the Project .............................................................. 42

Final checklist ....................................................................................................... 43

Bibliography .......................................................................................................... 44


Dear students and Parents,

the Personal Project is the culmination of the IB Middle Years Programme. It is an

opportunity for students to demonstrate the understanding and skills they have acquired

over the five years of the programme in a discipline of their choice. through inquiry, action

and reflection, students show their ability to be life-long, independent learners. as well,

participation in this project is a requirement to complete grade 10 and earn the IB MYP

certificate.

students will formally complete their personal project at the BIFs Personal Project

showcase in February. at this event, students share their project with the school

community. as the presentation of the project is as personal as the project itself, students

have some choice in how they share their work. some students may choose to do a

performance on stage and others may prefer to interact directly with small groups.

regardless of the chosen format, each individual will be required to set up a display and

discuss their experiences with all who inquire. We encourage you to attend and ask

students to explain their process of creation and reflect on their learning.

although this is a self-directed, independent project, students by no means have to

tackle it alone. students will receive support and guidance through workshops,

supervisors, and you as parents. this guide will give you much needed information about

the personal project.

If you need further information about the personal project, or about your child’s

progress with their project, please contact either myself, or your child’s supervisor.

sincerely,

Ms. Ya Yun su

Personal Project coordinator

[email protected]

Message to Students and Parents


Have you ever wanted to develop your own video game?

Do you have a passion for constructing famous buildings out of Lego?

Wanted to coach a volleyball team?

Write and perform your own songs for an audience?

now is your chance! the personal project is your project to do what you want.

the personal project aims to allow to you explore a personal interest and demonstrate

learning through action. You will be working on this project for several months, so choose

a project you can commit to.

there are a wide variety of forms your personal project could take; below are some

options :

• a piece of creative writing

• an original science experiment

• an invention to solve a problem or meet a need

• a developed business, management, or organizational plan

(i.e. for an entrepreneurial business, a special event, a new cca or a

community organization)

• an original work of visual, dramatic, or performance art

• action to support your community

• a personal fitness plan

Personal Projects will be sent to the International Baccalaureate for grading.

This is a mandatory part of the IB MYP.

What is the Personal Project?

• allow you to explore a personal interest, a special talent or ability, hobby, or concerns

about a particular issue

• generate new ideas and deeper thinking about an idea or topic

• Be an open-ended question that allows for self-directed investigation

• Include a process journal, a product or outcome, and a report

• Be investigated through one global context

• Demonstrate your application of the approaches to learning

• allow you to express your message in different situations

• connect to subject-specific knowledge


Your personal project should :

• Be part of any assessed course work, current or past

• Destroy your personal and social life, nor interfere with your studies, even though it will

involve a lot of work on your own time

• Be a general topic you could copy from a book (e.g. ‘rules of chess’) should be a

challenge you wish to meet or a question you want to answer

• Violate “legal and ethical standards with regard to health and safety, confidentiality,

human rights, animal welfare and environmental issues” (MYP Projects guide)

Your project must not :


Investigating

• outline of topic - decide on goaland global context

• Identify prior learning

• Decide on product/outcome

• Initial research period - selectrelevant resources

Summer Break

• Begin development of criteria toevaluate the product

complete Proposal Form May 8

Produce investigation plan May 15

Goal Approval Panel May 21

Initiate contact with supervisor august 26

create first draft of product criteria august 28

Finish first draft of section 1 september 4

of report ‘Investigating’

Planning

• Finalize your product criteria

• continue research

• select, evaluate andacknowledge information

• Work on product/outcome

agree on final product september 11criteria with your supervisor

complete research and analysis of september 25information

Finalize application of information and september 25start work on your product/outcome

Finish first draft of section 2 of october 16report ‘Planning'

Taking Action

• continue working on, andcomplete, product/ outcome

Product finished and submitted to november 9supervisor

finish first draft of section 3 of november 20the report ‘taking action’

Reflecting

• evaluate the quality of theproduct against your criteria

• reflect on learning

• complete report (including theselection of 10 extracts from theProcess Journal)

Finish evaluation of product november 20

against criteria

Finish reflection on development December 4

as a learner

10 extracts from Process Journal selected December 4

First draft of Final report to supervisor December 4

revisions to report January 15

DEADLINE FOR FINAL REPORT January 29

PP Showcase February 29

Tasks Due Dates

Timeline


Your personal project grade is based on a set of criteria that are used in all IB MYP

schools to assess all personal projects. In order to achieve your full potential, refer to the

following level descriptors to determine what elements need to be incorporated into your

personal project.

assessing the personal projects is a multistep process. Initially, the project will be

assessed by your supervisor. next, a small group of teachers will assess your project and

meet with your supervisor to determine the most appropriate grades. then, if there are

any discrepancies, the coordinators will review your project and determine the final grade.

Finally, Personal Projects will be submitted to the International Baccalaureate

Organization for external grading.

Assessment Criteria

Criteria Description Point Maximum

criterion a Investigating 8

criterion B Planning 8

criterion c taking action 8

criterion D reflecting 8


You do not achieve a standard described by any of the descriptors below.0

You are able to :

•state a goal and context for the project based on personal interests, but thismay be limited in depth or accessibility

•Identify prior learning and subject-specific knowledge, but this may belimited in occurrence or relevance

•Demonstrate limited research skills

1-2

You are able to :

•outline a basic and appropriate goal and context for the project, based onpersonal interests

•Identify basic prior learning and some subject specific knowledge relevantto some areas of the project

•Demonstrate adequate research skills

3-4

You are able to :

•Define a clear and challenging goal and context for the project, based onpersonal interests

•Identify prior learning and subject-specific knowledge generally relevant tothe project

•Demonstrate substantial research skills

5-6

You are able to :

•Define a clear and highly challenging goal and context for the project,based on personal interests

•Identify prior knowledge and subject-specific knowledge that is consistentlyhighly relevant to the project

•Demonstrate excellent research skills

7-8

Achievement level

Level descriptor

You should :

• Define a clear goal and global context for the project based on personal interest

• Identify prior learning and subject-specific knowledge relevant to the project

• Demonstrate research skills

Criterion A : Investigating


You :

•Develop limited criteria for the product/outcome

•Present a limited or partial plan and record of the development process ofthe project

•Demonstrate limited self-management skills

1-2

You :

•Develop adequate criteria for the product/outcome

•Present and adequate plan and record of the development process of theproject

•Demonstrate adequate self-management skills

3-4

You :

•Develop substantial and appropriate criteria for the product/outcome

•Present a substantial plan and record of the development process of theproject

•Demonstrate substantial self-management skills

5-6

You :

•Develop rigorous criteria for the product/outcome

•Present a detailed and accurate plan and record of the developmentprocess of the project

•Demonstrate excellent self-management skills

7-8

Achievement level

Level descriptor

You should :

• Develop criteria for the product/outcome

• Plan and record the development process of the project

• Demonstrate self-management skills

Criterion B : Planning


You :

•create a limited product/outcome in response to the goal, global contextand criteria

•Demonstrate limited thinking skills

•Demonstrate limited communication and social skills

1-2

You :

•create a basic product/outcome in response to the goal, global context andcriteria

•Demonstrate adequate thinking skills

•Demonstrate adequate communication and social skills

3-4

You :

•create a substantial product/outcome in response to the goal, globalcontext and criteria

•Demonstrate substantial thinking skills

•Demonstrate substantial communication and social skills

5-6

You:

•create an excellent product/outcome in response to the goal, globalcontext and criteria

•Demonstrate excellent thinking skills

•Demonstrate excellent communication and social skills

7-8

Achievement level

Level descriptor

You should :

• create a product/outcome in response to your goal, global context and criteria

• Demonstrate thinking skills

• Demonstrate communication and social skills

Criterion C : Taking Action


You are able to :

•Present a limited evaluation of the quality of the product/outcome againstyour criteria

•Present limited reflection on how completing the project has extended yourknowledge and understanding of the topic and the global context

•Present limited reflection on your development as an IB learner through the project

1-2

You are able to :

•Present a basic evaluation of the quality of the product/outcome againstyour criteria

•Present adequate reflection on how completing the project has extendedyour knowledge and understanding of the topic and the global context

•Present adequate reflection on your development as an IB learner throughthe project

3-4

You are able to :

•Present a substantial evaluation of the quality of the product/outcomeagainst your criteria

•Present substantial reflection on how completing the project has extendedyour knowledge and understanding of the topic and the global context

•Present substantial reflection on your development as an IB learner throughthe project

5-6

You are able to :

•Present an excellent evaluation of the quality of the product/outcomeagainst your criteria

•Present excellent reflection on how completing the project has extendedyour knowledge and understanding of the topic and the global context

•Present excellent reflection on your development as an IB learner throughthe project

7-8

Achievement level

Level descriptor

You should :

• evaluate the quality of the product/outcome against your criteria

• reflect on how completing the project has extended your knowledge and understanding

of the topic and the global context

• reflect on your development as an IB learner through the project

Criterion D : Reflecting


the Global Contexts are the perspectives through which your project is explored.

choosing a global context to suit your goal is important to help you stay focused as you

are investigating, planning, taking action and reflecting.

Your Global Context is at the heart of your personal project. You must provide

continuous reflection on the connection between your project and your chosen global

context. select a global context that is appropriate for your topic and allows for insightful

connections and deep reflection. When choosing a global context, ask yourself:

• What do I want to achieve through my personal project?

• What do I want others to understand through my work?

• What impact do I want my project to have?

• How can a specific context give greater purpose to my project?

Identities and Relationships Orientation in Time and Space

Personal and Cultural Expression Scientific and Technical Innovation

Globalization and Sustainability Fairness and Development

Global Contexts


Who am I?

Who are we?

What does it mean to be human?

through this context, you will explore your personal identity, beliefs, your relationship

with others and your role in your community/culture.

this context is a good fit for projects which explore :

• Personal identify, beliefs and values

• Personal health including physical, mental, social or spiritual aspects

• Interpersonal relationships

Projects that may be a good fit for Identities and relationships could relate to health and

well-being, psychology, personal identity, role models, competition, morals and ethics.

Identities and Relationships

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

this context is appropriate when exploring key events in personal or human history as

well as the interconnectedness of civilizations, societies and individuals. this includes :

• Personal or family histories

• Key events in humankind such as discoveries, explorations and migrations

• the interconnectedness of individuals and civilizations from personal, local and/or global

perspectives

orientation in space and time may be appropriate for projects which explore

civilizations, history, evolution, geography, migration, trade and major turning points in

human civilizations.

Orientation in Space and Time


What is the nature and purpose of creative expression?

creative expression is at the heart of this global context. through Personal and

cultural expression students will focus on :

• Ways in which we discover and express ideas, feelings, nature, culture, beliefs and values

• Ways in which we reflect on, extend and enjoy our creativity

• appreciation of aesthetics

this context is appropriate for those who want to undertake an artistic or craft based

product, as well as individuals who want to inquire about systems, philosophy, thinking,

entrepreneurship, languages and literature.

Personal and Cultural Expression

How do we understand the world in which we live?

science and technology are means through which we interact with our natural world

and community. through the context of scientific and technical Innovation, you will

explore :

• the natural world and its laws

• the interaction between humans and the natural world

• scientific principles

• Impact of science and technology on the environment as well as communities

• human manipulation of environments

this may be suitable for projects that relate to science, engineering, virtual

environments, mathematics and adaptation.

Scientific and Technical Innovation


How is everything connected?

the connection between local actions and their global impact is the lens through

which this global context is explored. this context relates to the :

• Interconnectedness of human systems and communities

• opportunities and tensions arising out of internationalism and interculturalism

• Impact of decisions on the global community and environment

this context may be appropriate for projects related to economics, geography, urban

planning/infrastructure, conservation and human impact on the environment.

Globalization and Sustainability

What are the consequences of our common humanity?

Fairness and Development focuses on rights and responsibilities of individuals within

a community. also related to this context are:

• Distribution of finite resources with other communities and living things

• equality

• Peace and conflict resolution

• relationships between communities

this context may be appropriate for students with an interest in law, political science,

governments, rights, peace and security.

Fairness and Development


communication communication Written, oral, and visualcommunication

self-Management organization time management, structure of ideasand information

affective goal setting, empathy, resilience

reflection learning through your experiences,and clear connections to globalcontext

research Information literacy research skills

social collaboration Working with others, demonstratingleadership

thinking critical thinking analysis and application ofinformation

transfer applying knowledge andunderstanding to othercontexts/situations

creative thinking creation, innovation, newperspectives

Media literacy selection, interpretation anddocumentation of sources

Approaches toLearning

Skill category What is it?

the approaches to learning (atls) are important skills that are necessary to develop

and produce your personal project. Your atl skills are demonstrated through your process

journal. these skills must be applied throughout the process, recorded in your process

journal and explained in your report. use of the atl is reflected in the evaluation criteria,

so record and provide evidence how you have applied your AtLs.

How do I learn best?

How do I know?

How do I communicate my understanding?

Approaches to Learning


Steps to Completing the Personal Project

Process journals are used to document the development and process of your project.

this is to be used regularly as a place for planning, investigating, exploring ideas, and

reflecting. You can choose to include the following elements depending on your project,

interests and learning style:

• text

• Videos

• Diagrams, charts and graph graphs

• audio

• Photographs, sketches or pictures

• Written/audio/video excerpts of interviews

• Written/audio/Video reflection

Your process journal can be on paper, a website, via social media, a slideshow, or on

Managebac. regardless of the format, you will be asked to select 10 extracts from your

process journal to demonstrate your progression through your project. these extracts

will be sent to the International Baccalaureate programme to be marked as part of

your final project.

here are some ideas for how you can use your process journal:

• exploring ideas

• recording your investigation process and researched information

• Planning

• recording formative feedback

• reflecting on different stages of your project

• evaluating your completed work

• reflecting on your learning

• Producing your project report

Step 1 : Create a process journal


1. the approaches to learning skills you are showing in the part of your process

2. comments/notes on what actions you took, and more importantly, what you were

thinking or what decisions you made and why

3. an explanation of how this journal entry demonstrates the atl skills you have identified

4. a follow-up question or the next step you plan to take

What to include in your process journal :


Before you can define a clear goal, brainstorm all of the ideas that interest you. use

your process journal to document your thinking, and follow the steps below to efficiently

conduct your initial research.

• What are you interested in?

• What topics can connect to subject-specific knowledge?

• What will maintain your interest for the next 10 months?

• What will expand your learning beyond the school walls?

• Brainstorm ideas for potential projects. talk to friends, family, and teachers to help

generate viable ideas for your project

Step 2 : Brainstorm possible projects related to your personalinterests

now that you have an idea for your project, think about what you already know so

you can best focus your research. create an investigation plan.

• Identify prior learning/knowledge relates to your topic

• Identify and list knowledge gathered from specific subjects that relate to your topic

• generate a list of general questions you have about this topic

• research answers to your general questions and identify a clear, focused, topic

• create specific questions to guide you through your research phase; you may add

questions as you research and create

Step 3 : Identify prior learning and subject - specific knowledgethat relates to your project


once you identify your focused topic, turn it into a clearly defined, achievable goal.

Your goal should be something of personal interest that you can complete independently.

Your defined goal should be accomplished within the timeframe allotted for this project,

and allow time to meet all of your academic requirements, extra-curricular activities

and maintain a balanced lifestyle. a highly challenging goal will give you access the

highest bands in the investigating criterion, but also requires more commitment. goals

should be personally challenging, but also something you can accomplish. Below are

some examples :

Step 4 : Define your goal

Document your neighborhood through a photography exhibition

Document your self-taught skills ofphotography

create a range of bags using second handmaterials to exhibit at the local arts center

create a durable bag using second handmaterials

Write and publish an original book lengthfeature on a topic of interest

Write an article on a topic of interest fora journal and submit it to an audience

Challenging Goal Highly Challenging Goal

Specific – identifies who, what, where, when, why

Measurable – will have a timeframe applied to the different stages of your progress

and be measured against your own specification criteria

Attainable – is challenging enough that it can’t be achieved right away but can

eventually be realized

Relevant – is a goal you are willing and able to work toward

Time-bound – has a natural outcome or an endpoint that you have determined

Is your goal S.M.A.R.T.? Your goal :


centering your goal on one global context will help you to bring your project from

awareness into action. the global context you choose for your personal project will be

the perspective from which you approach your project. Select only one Global Context

and reflect through this context at every step of the process. Your planning, techniques,

and analysis should be directly related to your global context. In your report, you will

need to justify how and why this context is most appropriate for your project and provides

the perspective through which your project is undertaken.

• What do I want to achieve through my personal project?

• What impact do I want my project to have?

• From what perspective do I want to approach my project?

Step 5 : Select your Global Context

once you have defined your goal and selected an appropriate global context, you

will be given an appointment to meet with a panel of teachers who will be responsible for

approving your goal.

You should be prepared to speak about your goal in detail by referring to your

background research, investigation plan, and process journal.

the point of this meeting is for supervisors to ensure that “the chosen MYP project

topic satisfies appropriate legal and ethical standards with regard to health and safety,

confidentiality, human rights, animal welfare and environmental issues” and to

“provide guidance to students in the process” (MYP Project guide).

If approved, you will move to the next step. If your goal is not approved, the panel of

teachers will give you recommendations to help you refine your goal.

Goal Approval Panel


now that you have defined your goal and created focused questions to guide your

research, it is time to investigate. When researching, you should select a range and a

variety of reliable sources. use as many of the sources as possible below for your research:

• Interviews

• survey data

• Published works

• Videos, music, and images

• Internet resources

Your research must be recorded in your process journal. as you develop your

product, you should continue to create new questions and conduct research.

In order to demonstrate “excellent research skills”, as defined in the Investigating

criterion, record in your process journal and report on the following factors of each source:

• Origin : addresses the who, what, where and when of a given source.

• Purpose : addresses the “why“ of a source. Why did the author create this source? What

was his/her intent when he/she created this piece? What is the bias of the

piece?

• Value : how does this source help me achieve my goal? Is the author/publisher

credible? how is this relevant to achieving my goal?

• Limitation : What is not addressed in the source? Is the source current? Is the source

accurate? Is the information in the source supported by evidence? Is the

source objective or subjective?

Step 6 : Investigate your defined goal


after you have spent time researching and have a clear understanding of what you

want to achieve, determine how you will measure and test your success. the Taking

Action Criterion assesses your ability to create a product reflecting your specifications.

the Reflecting Criterion assesses you on your ability to evaluate the quality of your

product against your specifications. With the help of your supervisor, determine the

factors which make your product successful, and of a high-quality.

also determine how you will test your product to see if it meets these specifications.

use your process journal to record your initial specifications, and any refinements or minor

changes you have made. using rubrics or checklists, such as the ones teachers use to

evaluate your class work, may help you determine the quality of your product.

When developing your specifications, ask yourself :

• What do I want my outcome to be?

• how will I demonstrate a “high quality” product?

• how am I going to test my product?

• What is the difference between a successful outcome and an unsuccessful outcome?

• What specific vocabulary needs to be included?

• how do these specifications allow me to test and evaluate my product within my chosen

global context?

Step 7 : Create specifications to evaluate and test your product


Your plan needs to define not only the starting and ending points of your process, but

describe the significant steps in between. You need to record your plan, as well as how

you applied your research and information to your plan, in your process journal. Your

plan will be assessed in the Planning Criterion, so it is essential you include a plan.

things to consider when developing your plan :

• What resources do I need to develop my product?

• What major steps do I need to take to complete my product?

• What is the timeframe for completing each step of my product?

• Is my plan logical and feasible?

• Which research did I use to create my plan and why?

• Does my plan allow me to meet my evaluation criteria?

• how does this plan allow me to develop my understanding of my global context?

Step 8 : Develop a plan

You have finally completed the groundwork necessary to start creating your product.

as you create, you need to think about the application of your information, make

connections to your global context and reflect on the successes and obstacles of your

creation process. Demonstrating application of your researched information, and reflection

on the process of creation is an integral part of the personal project. as you work on your

product, note in your process journal the following things:

• Which research was applied, and how was it applied to your product?

• What decisions were made based on which resources?

• What were the solutions to problems you encountered, and how did you develop each

solution?

Step 9 : Taking Action


once your product is completed, test your product against your specifications and

evaluate the outcome of your product. after testing your product, record the following

information in your process journal as you will need to include it in your report:

• how did my product rate against my specifications?

• Was my testing method the most appropriate method for my product?

• If I were to complete my product again, what specific changes would I make and why?

Step 10 : Evaluate the outcome of your product

now that you have completed your product, reflect on what you have learned. Make

connections between your topic, your global context and the IB learner Profile. explain

how you can transfer this learning to a new situation. It is necessary to communicate

this thinking in your report if you are to achieve the highest possible marks.

• What were the results of trial and error, and how did you use this information in the

development of your product?

• how did the research and development of your product fit your chosen global context?

as you develop your product, it is vital you regularly record your ideas, challenges and

solutions in your process journal. this information will be needed to demonstrate thinking,

communication and social skills for the Taking Action Criterion.

Step 11 : Reflect on your learning


the report is a significant component of your project. It is through your report that

you communicate your information, reflection, thinking, and transfer skills. since the

report is a major component of the personal project, it requires as much organization,

preparation, and focus as your product. the following section fully details the process of

reporting on your personal project.

When writing your report, the following tips can help you to maximize your time and

clearly communicate your learning.

• Outline your report and have it checked by your supervisor. this will allow you to make

edits to content and organization before you write.

• When writing your report, write it in chunks by focusing on one section of the report at

a time. then, have your supervisor edit each chunk before you move on. this will allow

you to receive feedback and advice before you tackle the entire report.

Step 12 : Demonstrating your learning: reporting on your product

• how has completing this project extended my knowledge and understanding of the

topic and global context?

• how can I take what I learned and transfer it to new situations?

• how does my global context apply to what I learned from this project?

• how can I turn my new awareness into action?

• how has this project developed my as an IB learner?

as you reflect on your learning, think of specific examples of how you can transfer

this learning to other contexts. Don’t just identify what you have learned, explain how you

now understand.


Your display for BIFs Personal Project showcase is your public face, so it needs to look

professional. You will be an inspiration to upcoming grade 10 students. the hours of work

you, your supervisor, your teachers and your parents put in to supporting your learning

will be celebrated through the showcase experience.

the following items should be included in your display :

• Your name

• the title of your project

• Your focus global context

• Visuals that explain significant steps from inception to completion

• Photos of the process of creation or the finished product

• a display of the finished product or photos of product

• other relevant visual aids

remember, your job on presentation night is to guide others through your product,

process of creation and learning. Include in your display items that will help you to convey

this message. Keep in mind these aspects that create a good display :

• Visually appealing – colorful and full of images

• tidy, well-organized

• Big enough font so your display can be read from a distance

Don’t forget, you are also part of your display. You have the option of wearing your

cultural dress or other professional attire. as well, you should strive to be polite, articulate

and engaging to all those who visit your display.

Step 13 : Demonstrating your learning: sharing at the BIFSPersonal Project Showcase


How Do I Organize My Report?

Title page

• Your name and candidate number

• title of your project and your global context

• Word count

• school name

• Year

Table of Contents

• Include all subheadings in the body of the report along with page numbers.

Body of the Report Must include the sections listed below :

Investigating Due Date :

• explain your goal and how it reflects your personal interest

• explain your clear, achievable, and appropriately challenging goal

• Identify prior learning and subject specific knowledge that is relevant to your project

• Identify your Global Context and justify how it is relevant and appropriate for your project

• Evaluate your information by explaining the origin, purpose, value and limitations of

your sources

• Justify how and why you chose your sources

• use specific examples to support your explanations


Planning Due Date :

• explain the specifications by which you are judging your final product and how these

specifications match your goal

• explain how you will test your product, and provide a clear rubric for evaluating your

product

• explain your detailed plan for completing your project

• Provide specific concrete details from your process journal which explain the steps you

took to develop your product

• explain the self-management strategies you used to complete your project and justify

your success in applying these skills

Taking Action Due Date :

• explain how your final product responds to your goal and Global Context

• Discuss successes and failures and give specific examples

• explain the thinking you used to create a product of high quality

• Describe the communication and social-skills you applied while taking action

Reflecting Due Date :

• test and evaluate your product according to your specifications ; give examples for

each specification

• explain how completion of this project has deepened your understanding of your topic

and your chosen Global Context

• Reflect on how you have developed as an IB learner as a result of this project

• reflect on the development of your atl skills


• Reflect on how the knowledge gained from this project can be transferred to other

situations

Works Cited and Bibliography

• Follow Mla 7 formatting (or aPa formatting for science related topics)

Appendices

• charts, diagrams, photos, interviews, testing results. Information included in your

appendices must be referred to in your report


a works cited is a list of sources that you have referenced in your report. a bibliography

is a list of sources you have used to create your product, but did not specifically reference

in your report. choose one or both, as appropriate. In general at BIFs, we use the MLA 7

format for citing sources. however, science related projects should use APA format.

Why should you cite sources?

• to demonstrate principled practice

• to uphold academic honesty

• to allow others to verify your research and access the information you used

What is a works cited page?

• It cites the sources you referenced in your report

• It should be titled “Works Cited”

• It should be consistent and arranged alphabetically by the first word in each entry,

usually the author’s last name

• It should contain proper punctuation, italics, and indenting using MLA 7 formatting

• there should be no bullet points, numbers or tick boxes

• the second line of each entry is a hanging indent (indented five spaces)

• a list of urls is not adequate!

How Do I Cite My Sources?


What is a bibliography?

• a bibliography is a list of sources that you used to create your project, but may not have

referenced in your report

• It should be titled “Bibliography”

• all other aspects of a bibliography are consistent with those of the works cited listed

above

Where to get help with citing sources?

• librarian or subject teachers

• supervisor or coordinators


a supervisor mentors you through the personal project. this will be a staff member

at BIFs, and it is vital that you maintain strong lines of communication with him or her.

You will meet with your supervisor at least twice a month. During these meetings you

will discuss the progress of your personal project, including:

• Ideas

• goals

• researching information

• Modifications as you create your project

• reflections on the process of creating your project

• Process of creating your report

• Proofreading drafts of your report

the supervisor does not need to be an expert in your chosen topic. the supervisor’s

role is to help you with the process of the personal project. If you need additional expertise

or advice you are encouraged to interview subject teachers or experts in the field.

You are responsible for :

• arranging meetings and communicating your goals for the meeting to your supervisor

• Informing your supervisor of your progress

• asking for help when needed

• Being prepared for the meetings with your supervisor

• Keeping your process journal up to date

• sharing your process journal with your supervisor

• using ManageBac to submit your proposal, log meetings and archive communication

with your supervisor

• having your supervisor sign your “Academic Honesty” form at your initial meeting,

one meeting during the process and the final meeting

Supervisors & Meetings


• each time you meet with your supervisor, they will make a brief comment on yourprogress

• after every 3rd or 4th meeting, your supervisor should fill the atl checklist

• Your supervisor should fill the comment boxes below. longer or more in-depthcomments should be sent via Managebac

Meetings

Date : stage of Process : Investigate, Planning, taking action, reflection

Meeting 1 goal :

supervisor’s comment :

supervisor’s signature :


Meeting 2 goal :




Meeting 3 goal :





Meeting 4 goal :




Meeting 5 goal :




Meeting 6 goal :



Initiates contact with supervisor

sets goals and works independently

organizes time effectively

Demonstrates good effort andreflects on feedback

Self-Management Skills Rarely Sometimes Always



Meeting 7 goal :




Meeting 8 goal :




Meeting 9 goal :










Meeting 10 goal :









Meeting 11 goal :




A : Investigating

• Define a clear goal and context for the project, based on personal interests

In my report :

☐ I give the precise meaning of the goal of myproject; I explain “what I wanted to achieve;when, where, how and why I wanted toachieve it”.

☐ I define the global context that applies best tomy project and explain its connection.

☐ I describe what makes my project personal : the experiences, interests andideas that make it important to me.If I made changes to my goal during theproject, I explain the changes and why Imade them.

• Identify prior learning andsubject-specific knowledgerelevant to the project

☐ I identify what I already knew about thistopic/project and the sources of myknowledge.

☐ I identify what I learned in MYP subject groupsbefore the project started, and how this washelpful.

• Demonstrate research skills ☐ I outline the research skills I had when I startedthe project.

☐ I discuss the research skills I developedthrough the project.

☐ I explain how I may have shared my researchskills to help peers who needed more practice.

Criterion Report Goals

Report Criteria Checklist


B : Planning

• Develop criteria for theproduct/ outcome

In my report :

☐ I refer to the criteria I designed to evaluatethe project product/outcome.If I made changes to my criteria during theproject, I explain the changes and why Imade them.

C: Taking Action

• create a product/outcome inresponse to the goal, contextand criteria

In my report :

☐ I discuss the product/outcome as the resultof the process undertaken during theproject.

☐ I check that I have included evidence of myproduct to be submitted with my report.

• Demonstrate thinking skills☐ I outline the thinking skills I had when I

started the project.

☐ I discuss the thinking skills I developedthrough the project.

☐ I explain how I may have shared my thinkingskills to help peers who needed morepractice.

• Plan and record thedevelopment process of theproject

☐ I provide evidence of my planning throughtimelines, milestones or other tools/strategies.

☐ I present a record of how the projectprogressed from start to finish.

• Demonstrate self-management skills

☐ I outline the self-management skills I hadwhen I started the project.

☐ I discuss the self-management skills Ideveloped through the project.

☐ I explain how I may have shared my self-management skills to help peers who neededmore practice.



D : Reflecting

• evaluate the quality of theproduct/outcome against theircriteria

In my report :

☐ I evaluate the product/outcome against thecriteria I designed.

☐ I identify the strengths, weaknesses andpossible improvements of theproduct/outcome.

• Demonstrate communicationand social skills

☐ I outline the communication and social skills Ihad when I started the project.

☐ I discuss the communication and social skillsI developed through the project.

☐ I explain how I may have shared mycommunication and social skills to help peerswho needed more practice.

• reflect on how completing theproject has extended theirknowledge and understandingof the topic and the globalcontext

☐ I identify challenges and the solutions Ideveloped to meet them.

☐ I demonstrate a deeper knowledge andunderstanding of my topic and myidentified global context.

☐ I base my reflection on evidence, includingmy process journal.

• reflect on their developmentas IB learners through theproject

☐ I identify how I have developed as a learner(using the IB learner profile as appropriate).

☐ I discuss my strengths and weaknesses incompleting the project.

☐ I summarize the impact the project couldhave on my future learning.



A : Investigating

B : Planning

C : Taking Action

D : Reflecting

Total

PP Criteria Achievement Level Justification

Final Self-Evaluation of the Project


use this checklist to confirm you are ready to submit your report.

☐My title page contains :

• My full name and candidate number

• title of my project and global context

• school name

• Year

• Word count

☐ I have a table of contents that lists subheadings and page numbers

☐My report includes all of the information listed under “how do I organize mypersonal project”

☐ I used subheadings throughout the body of my report

☐ I typed my project in an easy to read font

☐ I used standard margins and indented the first line of each paragraph

☐ I numbered each page

☐ I spell checked and proofread my report

☐My supervisor and I each edited my report

☐ I put extra information in an appendix

If I used appendices :

• I labeled each one clearly

• I referred to each one in the body of my report

• I placed them after the works cited/biblography

☐ I uploaded a soft copy of my report on to Managebac

☐ I selected 10 extracts from my process journal and uploaded it onto ManageBac

☐ I filled out and submitted my cover page and academic honesty pages

Final Checklist


Middle Years Programme From Principles to Practice. cardiff, Wales: International

Baccalaureate organization, 2014. Print.

Middle Years Programme Further guidance for MYP Projects. cardiff, Wales: International

Baccalaureate organization, 2014. Web.

Middle Years Programme Projects guide. cardiff, Wales: International Baccalaureate

organization, 2014. Print.

Bibliography

50 Gijang-daero, Gijang-eup, Gijang-gun, Busan, 46081, Korea

Ph : +82 51 742 3332 Fax : +82 51 742 3375

E-mail : [email protected] Website : www.bifskorea.org

2015-16 MYP Personal Project Handbook

Documents