IB MYP Personal Project Student Guide

IB MYP Personal Project Student Guide

Student Name:

Supervisor Name:

Table of Contents

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Introduction and Aims of the Personal Project 3-4

Identifying Global Contexts 5

Timeline and Deadlines 6

Working with your Supervisor 7

Using the Design Cycle 8

Personal Project Proposal 9-12

Project Specifications 10

Tracking Progress with the Process Journal 13

Reporting the Personal Project 14

Assessing the MYP Personal Project 15

Personal Project Grading Criteria

Criterion A: Investigating 16

Criterion B: Planning 17

Criterion C: Taking Action 18

Criterion D: Reflecting 19

Approaches to Learning 20-21

Bibliography 21

What is the Personal Project?

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The personal project is an independent assignment done on any topic and taking any form as long as it has a strong connection to one of the Global Contexts. Choosing the right Personal Project gives you the opportunity to share with the world something that is important to you, and can be a very exciting and rewarding experience and achievement.

This is YOUR project and will demonstrate the skills you have developed through your work as an IBMYP student. This project holds specific significance as it is the culminating achievement, completed in the final year of the program (10th grade).

You will work on your project over the course of the 1st semester, finishing and exhibiting your achievement in the first part of second semester. It is important that you select a topic in which you have a strong interest and genuine curiosity. This project consists of 3 parts, each of which to be submitted and graded. These parts include the actual project, the process journal which documents your ideas and works as you move through the process, and the final report which will summarize your experience.

Aims of the Personal Project:

● Engage in the inquiry of an issue of particular and personal interest to you through the lens of a Global Context.

● Demonstrate skills, attitudes and content knowledge required to complete this extended project ● Communicate your learning and understanding in numerous contexts ● Reflect upon your own learning as well as the learning of others ● Move toward your goal through thoughtful and purposeful action ● Develop your confidence as a lifelong learner.

What Sort of Personal Project Can I Do?

The sky is the limit! As long as you focus your topic around your chosen Global Context, and you demonstrate you are dedicated to developing and learning more about your topic, go with it!

Some examples of Personal Projects:

● Coordinating and hosting a Color Run to bring awareness for Autism ● Create a published resource book of mentors and role models for young teens ● Paint a mural depicting diversity, tolerance and respect ● Teach a parent how to play an instrument they have not previously tried ● Create a music video informing students about the effects of bullying ● Create a website informing people of the use of subliminal messaging in advertising ● Design a functional product which serves a purpose ● Compose and perform an piece of music or dance depicting global empathy

Each project must:

● Have a clear and achievable goal – including SPECIFICATIONS for the goal ● Be entirely your own work

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● Be focused around one Global Context ● Reflect your unique interests, passion and concerns ● Demonstrate your initiative, creativity and ability to organize and plan ● Address a topic you are committed to

Your Personal Project IS NOT…

● An essay ● Part of classwork completed in another class ● So large that it consumes you and negatively impacts your academics and social life! ● A group activity ● Too large in size to be completed successfully in the time allotted.

Evaluation of the Personal Project

Each of the three components will be assessed using criterion as described below and the scores compiled to make the final score for the project.

Criterion Title Scored Component Maximum Score

A Investigating Process Journal Final Report 8

B Planning Process Journal Final Report 8

C Taking Action Final Product

Process Journal Final Report

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D Reflecting Process Journal Final Report 8

Personal Project Commitment I commit to:

● Completing the product and report by the due dates listed below ● Meeting regularly with my supervisor to discuss the progress of my project ● Using the advice of my supervisor, family members and/or mentors to assist in the completion of the

project ● Submitting a Personal Project and written report which is all my own work.

Student Signature: _______________________________ Date: _____________

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Your Personal Project will be guided by ONE global context. It will affect your decision-making in terms of research, goal setting, and product development. Global contexts can be seen as lenses that help you to focus your project. The six Global Contexts are:

● Identities and Relationships Who and I? Who are we? Explore identity, beliefs and values, personal, mental, social and spiritual health, human relationships in family,

friends, communities and cultures, and what does it mean to be human.

● Orientation in Space and Time What is the meaning of “where” and “when?” Explore personal histories, homes and journeys, turning points in humankind, discoveries, explorations,

migrations of humankind, relationships between and interconnectedness of individuals and civilizations from personal, local and global perspectives.

● Personal and Cultural Expression

What is the nature and purpose of creative expression? Explore ways in which we discover and express ideas, feeling, nature, culture, beliefs and values and ways in

which we reflect on, extend and enjoy our creativity, and our appreciation of the aesthetic.

● Scientific and Technical Innovation How do we understand the world in which we live? 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 and how humans adapt environments to their needs.

● Globalization and Sustainability

How is everything connected? 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, and the impact of decision-making on humankind and the environment.

● Fairness and Development

What are the consequences of our common humanity? Explore rights and responsibilities, the relationships between communities, sharing finite resources with other

people and other living things, access to equal opportunities, and peace and conflict resolution.

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Personal Project Timeline and Deadlines

Month Activity: Task to be completed. Outcome: Objectives to be met for the task.

Supervisor Meeting

Dates

September

Activity: intro. to Personal Project, RISE presentation & survey Outcome: develop idea for project and basic plan for implementation and completion of the google survey

SURVEY LINK: https://goo.gl/forms/xvKzktSqW2Q9tgEm2

9/12 & 9/19

(Advisory) Activity: first meeting with PP supervisor

**1st meeting: review topic, begin process journal** Outcome: define goal and project specifications by next meeting- 10/9, begin work on process journal

9/25

October

Activity: generate a detailed plan and timeline for the project **2nd meeting: discuss goals and resources for project**

Outcome: develop project resource list for next meeting, work on process journal

10/9

Activity: choosing, collecting, and documenting resources– supervisor will assess (B) at next meeting-11/6

**3rd meeting: check resource list, check on research and project progress**

Outcome: compilation of resource list, continued work on process journal

10/23

November

Activity: choosing, collecting, and documenting resources **4th meeting: check resource list, check on research and project

progress, supervisor assesses criterion B** Outcome: complete resource list, continue work on process journal

11/6

Activity: choosing, collecting, and documenting resources – supervisor will assess (C) at next meeting – 12/11

**5th meeting: check resource list, check on research and project progress**

Outcome: complete resource list, continue work on process journal

11/27

December

Activity: students work on project **6th meeting: check on research and project progress, process

journal, supervisor assesses criterion C** Outcome: students gather picture evidence of progress, continue to work on process journal

12/11

January

Activity: students work on project – supervisor will assess (D) at next meeting – 1/29

**7th meeting: check on research and project progress, process journal**

1/15

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Outcome: students continue to gather picture evidence of progress, continue to work on process journal Activity: students complete project/outcome by end of the month

**8th meeting: encourage progress towards project/outcome completion, supervisor assesses criterion D**

Outcome: project finished

1/29

February

Activity: student reflects on project and process and begins project report **9th meeting: encourage reflection on learning, discuss expectations

for the project report, begin construction of report** Outcome: Project report started

2/12

Activity: student completes project report and plans for presentation at Personal Project Exhibition

*10th meeting: finalize project report and discuss presentation options/implementation plan**

Outcome: finished project report, plan for presentation of project

2/26

March

Activity: students turn in final project, process journal and report to supervisor by 3/12. 3/12

Activity: Personal Projects presented to Advisory class 3/13

(Advisory) 2019 Harrison High School Personal Project Exhibition TBD

Tips for Organizing and Planning a Successful Personal Project

1. Make a calendar on a poster board or computer, beginning with today’s date and January, when your project is to be completed.

2. In your process journal, brainstorm all the tasks that need to be done for the project: interviews, supervisor meetings, research, phone calls, and anything else.

3. Mark your calendar with the list of items to be completed, planning around major academic and social events, such as tests or dances, games or performances.

4. Assign 2-3 days per week you will dedicate 20 minutes to work and reflect in your process journal. On these days, document everything you have been doing to reach your personal project goal.

5. Make your calendar VISIBLE and EASILY ACCESSABLE to you!

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Working with your Supervisor You will be assigned a supervisor who will support and guide you through your project. Your supervisor will be a member of the faculty of Harrison High School. You will meet with your supervisor on a regular basis. In addition to providing support, your supervisor will track your progress.

Your supervisor may not necessarily be someone with expertise in the area of your interest, and is not responsible for providing you with content knowledge regarding your topic.

http://personalproject.qataracademy.wikispaces.net/

What responsibilities do I have to my supervisor?

1. You must honor all meetings, coming prepared with appropriate and necessary materials, and get in touch in advance if you are unable to attend.

2. You are responsible for bringing your PROCESS JOURNAL and STUDENT GUIDE to every meeting. 3. You should seek your supervisor’s advice and feedback regarding your project. 4. You are responsible for your positive and respectful interaction with your supervisor.

What are my supervisor’s responsibilities to me?

1. Your supervisor must keep your regularly scheduled meetings, contacting you in advance if he/she is unable to attend.

2. Your supervisor will contact your parent or guardian and IB Coordinator if you are not progressing through the process.

3. Your supervisor should support you in identifying and maintaining focus on your personal project. 4. Your supervisor should provide a variety of suggestions, available resources for research and support. 5. Your supervisor should ensure you are keeping a written record of meetings in your process journal. 6. Your supervisor will provide feedback after formatively scoring your draft product and reports for use in

your revision and reflection.

Supervisors will NOT:

1. Do your thinking (or project) for you. 2. Take over your project or mandate their ideas rather than yours. 3. Be happy when you miss deadlines and/or appointments. 4. Accept anything less than your best efforts!

Student - Supervisor Contract

Student Signature: ___________________________ Supervisor Signature: ____________________________

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Email: ____________________________________ Email: ________________________________________

Using the Design Cycle

The Design Cycle is a process model for creating ANYTHING. As it is a continuous process, you may go through phases of it many times before you complete your project. It should be used as a guide and referenced for the “next steps” questions you have in completing your project. All of these questions and steps should be documented in your Process Journal.

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Personal Project Proposal **(Pages 10-13 due to supervisor October 9th)**

Student Name:

Email:

Supervisor Name:

Email:

Project Description Provide a short, descriptive title for your project.

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Briefly describe your proposed project.

What inspired you to choose this topic?

What is your main goal for this project?

Which global context are you using, and how does your project relate to it?

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Project Specifications (to be worked on during first meeting) Assessment Criterion B – PlanningMax Level 8

0 1-2 3-4 5-6 7-8 udent does not ve a standard ed by any of the scriptors.

The student: The student: The student: The studen

Develops limited criteria for the product/outcome

Develops adequate criteria for the product/outcome

Develops substantial and appropriate criteria for the

product/outcome

Develops rigoroufor the product/o

Prompts Student-Designed Criteria Test or me

Form: What will your project look like? What materials will you use? What size will your project be? What tools will you use? How will you assemble your project?

Function: What is the purpose of your project?

User/Audience: Who is your project for? What do you want your project to do? Where/Why will your project be used?

Cost: How much will your project cost to make? How much will you sell it for? How much profit could be made on your item/project?

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Resources

What is the big question you aim to answer? (This helps to focus

your research and inquiry)

List the Primary and Secondary resources you will need to consult during your research. (industry

experts, internet and print research, community services,

businesses, etc)

Products and Documentation

Describe what format will you keep your Process Journal? ( for example: paper notebook,

electronic, blog)

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Describe your Final Product or Outcome

Due January 29th!!

What form of presentation will your formal report take?

(Written report, oral presentation, multi-media

presentation) Due March 12th!!

Student Signature: _______________________________________________Date: _______ Parent/Guardian Signature: ________________________________________Date: _______ Supervisor Signature: ____________________________________________ Date: _______

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Tracking My Progress: The Process Journal The Personal Project is all about learning by doing. To maximize your learning experience, and to help keep you organized, you will keep a process journal. Your process journal is a detailed record of your progress, plans and reflections throughout the development of your personal project. Use of the Design Cycle, and its specific steps, should be documented in your process journal. What should my process journal actually be? This is really up to you, and often times is dependent upon the type of project you are pursuing. Some examples include notebooks, sketchbooks, electronic files, blogs, etc. When do I write in my process journal? Your process journal is like your “diary” of your experience in the development of your project. It should include:

● Thoughts (mindmaps) ● Ideas and Plans ● Questions ● Decisions

It may also include: ● Sketches ● Calculations ● Meeting Notes ● Reminders ● Feelings, Frustrations and Reflections

**You should write in your process journal AT LEAST 2 times a week. A detailed process journal will be very helpful when it comes time for you to write your final report at the end of the project!**

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Reporting the Personal Project The Report should provide evidence of your engagement with your personal project by summarizing the experiences and skills recorded in the Process Journal. The length of the Report must be a minimum of 1,500 words and a maximum of 3,500 words, not including appendices and works cited. The Report should be presented in the following identifiable sections, which follow the Personal Project objectives. If desired, you may include subsections as needed. Title Page

• Student Name • School Name • School Year • Supervisor Name • Title of Project • Goal of Project • Length (word count)

Table of Contents • Title of sections and subsections of the Report with corresponding page numbers

Investigating (Criterion A) • Define a clear goal and Global Context for the project, based on personal interests. • Identify prior learning and subject-specific knowledge relevant to the project • Demonstrate research skills

Planning (Criterion B) • Develop criteria for the product/outcome • Plan and record the development process of the project • Demonstrate self-management skills

Taking Action (Criterion C)

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• Create a product/outcome in response to the goal, Global Context, and criteria • Demonstrate thinking skills • Demonstrate communication and social skills

Reflecting (Criterion D) • Evaluate the quality of the product/outcome against the criteria • Reflect on how completing the project has extended student knowledge and understanding of the topic

and the Global Context • Reflect on the development as an IB learner though the project

Works Cited • Demonstrate consistent organization using MLA format

Appendix • Select no more than 10 extracts to represent key developments throughout the Personal Project process.

Final Report Presentations other than the Written Report

Other formats for the final report can be selected and may better fit your personal project. If you have chosen an alternative format, please see the specifications and information below.

Time (Oral Pres. or Audio-Visual

recording)

Word Limit Requirements

3 min. AND 1,200-2,800

6 min. AND 900-2,000

9 min. AND 600-1,400

12 min. AND 300-700

Assessment of the Personal Project

Assessment for the MYP Personal Project is criterion-related, based on the

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four equally weighted assessment criteria below and in the following pages.

Criterion Title Evidence for the criteria will be found in: Maximum Score

A Investigating Process Journal Final Report 8

B Planning Process Journal Final Report 8

C Taking Action Final Product

Process Journal Final Report

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D Reflecting Process Journal Final Report 8

Criterion A: Investigating

Maximum: 8 In the personal project, students should: i. define a clear goal and global context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills.

Achievement level

Level descriptor

0 The student does not achieve a standard described by any of the descriptors below.

1–2 The student is able to: i state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility ii identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance iii demonstrate limited research skills.

3–4 The student is able to: i. outline a basic and appropriate goal and context for the project, based on personal interests

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ii. identify basic prior learning and subject-specific knowledge relevant to some areas of the project iii. demonstrate adequate research skills.

5–6 The student is able to: i. define a clear and challenging goal and context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge generally relevant to the project iii. demonstrate substantial research skills.

7–8 The student is able to: i. define a clear and highly challenging goal and context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge that is consistently highly relevant to the project iii. demonstrate excellent research skills.

Criterion B: Planning Maximum: 8 In the personal project, students should: i. develop criteria for the product/outcome ii. plan and record the development process of the project iii. demonstrate self-management skills.

Achievement level Level descriptor 0 The student does not achieve a standard described by any of the

descriptors below. 1–2 The student is able to:

i. develop limited criteria for the product/outcome ii. present a limited or partial plan and record of the development process of the project iii. demonstrate limited self-management skills.

3–4 The student is able to: i. develop adequate criteria for the product/outcome ii. present an adequate plan and record of the development process of the project

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iii. demonstrate adequate self-management skills. 5–6 The student is able to:

i. develop substantial and appropriate criteria for the product/outcome ii. present a substantial plan and record of the development process of the project iii. demonstrate substantial self-management skills.

7–8 The student is able to: i. develop rigorous criteria for the product/outcome ii. present a detailed and accurate plan and record of the development process of the project iii. demonstrate excellent self-management skills.

Criterion C: Taking action

Maximum: 8  In the personal project, students should:  i. create a product/outcome in response to the goal, global context and criteria  ii. demonstrate thinking skills  iii. demonstrate communication and social skills.  

Achievement level  

Level descriptor  

0   The student does not achieve a standard described by any of the descriptors below.  

1–2   The student is able to:  i. create a limited product/outcome in response to the goal, global context and criteria  ii. demonstrate limited thinking skills  iii. demonstrate limited communication and social skills.  

3–4   The student is able to:  

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i. create a basic product/outcome in response to the goal, global context and criteria  ii. demonstrate adequate thinking skills  iii. demonstrate adequate communication and social skills.  

5–6   The student is able to:  i. create a substantial product/outcome in response to the goal, global context and criteria  ii. demonstrate substantial thinking skills  iii. demonstrate substantial communication and social skills.  

7–8   The student is able to:  i. create an excellent product/outcome in response to the goal, global context and criteria  ii. demonstrate excellent thinking skills  iii. demonstrate excellent communication and social skills.  

Criterion D: Reflecting Maximum: 8 In the personal project, students should: i. evaluate the quality of the product/outcome against their criteria ii. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context iii. reflect on their development as IB learners through the project.

Achievement level Level descriptor 0 The student does not achieve a standard described by any of the descriptors below. 1–2 The student is able to:

i. present a limited evaluation of the quality of the product/outcome against his or her criteria ii. present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present limited reflection on his or her development as an IB learner through the project.

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3–4 The student is able to: i. present a basic evaluation of the quality of the product/outcome against his or her criteria ii. present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present adequate reflection on his or her development as an IB learner through the project.

5–6 The student is able to: i. present a substantial evaluation of the quality of the product/outcome against his or her criteria ii. present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present substantial reflection on his or her development as an IB learner through the project.

7–8 The student is able to: i. present an excellent evaluation of the quality of the product/outcome against his or her criteria ii. present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present excellent reflection on his or her development as an IB learner through the project.

Approaches to Learning Throughout the process of your personal project, you have the opportunity to develop and demonstrate

your Approaches to Learning skills development. These skills provide a foundation for independent and collaborative learning, demonstrations of your learning and reflecting on the process of learning.

In each of your classes at school, you have been working on ATL skills, and have been preparing to use these skills for this project. You are required to demonstrate a thorough understanding of ATL skills in all aspects of the Personal Project, including:

Final Report Process Journal

Final Product Communication with your Supervisor

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You will be assessed on your ability to communicate your skills development throughout each of the Personal Project criteria. Listed below are the 5 main ATL skill groups, with their 10 cluster groups. You will develop ALL of these skills to some extend in your Personal Project.

Main Groups (5) Cluster Groups (10)

Communication 1. Communication

Social 2. Collaboration

Self-Management 3. Organization

4. Affective (see below)

5. Reflection

Research 6. Information

Literacy 7. Media Literacy

Thinking

8. Critical Thinking 9. Creative Thinking

10. Transfer

To document and reflect on your development of ATL Skills, attach and complete one of the template tables below to EACH page of your Process Journal.

Personal Project Objectives/Criteria MYP ATL Skill Group Affective Skills:

Mindfulness,

perseverance,

emotional managem

ent, self-motivation and resilience

Objective A: Investigating

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

● Collaboration ● Critical Thinking ● Creative Thinking

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

iii. Demonstrate research skills

● Information Literacy

● Media Literacy ● Transfer

Objective B: Planning

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i. Develop criteria/specifications for the product/outcome

● Collaboration ● Organization ● Critical Thinking ● Creative Thinking

ii. Plan and record the development process of the project

iii. Demonstrate self-management skills

● Collaboration ● Organization ● Reflection

Objective C: Taking Action

i. Create a product/outcome in response to the goal, context, and criteria

● Organization ● Critical Thinking ● Creative Thinking

ii. Demonstrate thinking skill iii. Demonstrate communication and social skills

● Communication ● Collaboration ● Critical thinking ● Creative Thinking ● Transfer

Objective D: Reflecting

i. Evaluate the quality of the product/outcome against your criteria/specifications

ii. Reflect on how completing the project has extended your knowledge and understanding of the topic and global context

iii. Reflect on your development as an IB learner through the project

● Communication ● Reflection

Bibliography

This student handbook was modeled after the IB-MYP Personal Project Handbook for Students, Thomas Jefferson High school 2015-2016 Edition.

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