my p personal project student guide
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STUDENT: ___________________________SUPERVISOR: ___________________
Student Guide
IB MYP
Personal Project
2012 2013
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Table of Contents
Introduction Page 2What is the Personal Project?What sort of project can I do?Each project mustYour Personal Project is not
MYP Areas of Interaction Pages 3-4What are the Areas of Interaction?Example of a topic viewed through A.O.Is
How to Brainstorm for Your Personal Project Page 5 - 7
Working with your Supervisor Page 8
Using the Design Cycle Page 9
Tracking my Progress: The Process Journal Page 10
The Report Page 11
Assessment of the Personal Project Page 12
Timelines and Deadlines Page 13-14
Appendix 1: Detailed Assessment Criteria Page 15-21
Appendix 2: StudentsFinal Self-Assessment Page 22
Appendix 3: Personal Project Supervisors Final AssessmentPage 23
Appendix 4: Interim Assessment of Process Journal Page 24
Appendix 5: Meeting Notes Pages 25-30
Appendix 6: Copy of Supervisor Agreement Page 31
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IntroductionWhat is the Personal Project?The Personal Project is an independent assignment that can be on any topic and take any formas long as it has a strong connection to one Area of Interaction. If you choose the right PersonalProject, it will give you the opportunity to share with others something that is important to you,
and it will be an exciting and rewarding experience.
It is yourproject that demonstrates the skills youhave developed over the years in the MiddleYears Program (MYP). The Personal Project holds a special place of importance in the MYP, as itis a culminating even which is completed in the final year of the program (Grade 10).
You will be working on your project over the course of many months, so be sure you pick a topicin which you have a strong interest or genuine curiosity. The project will consist of the actualproject, the process journalthat documents your ideas and work throughout the project, andthe personal reportwhich will be summarize your overall experience.
What Sort of Personal Project Can I Do?The possibilities are infinite! As long as you can take your topic and connect it to an Area ofInteraction and youve shown a vested interest in developing or learning more about your topic,you can run with it!
Some examples of Personal Projects from the 2011-2012 MYP Students:
Participate in and help organize a walk for Autism
Create a scrapbook of mentors and role models for young teens
Create a website to inform people of the use of subliminal messaging
Create a music video to inform students to rise above the influence of peer pressure
Paint a mural to depict diversity and respect
Inform people about the reality of domestic abuse through an interpretive dance Teach parent to play the piano who has no prior piano playing experience
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 of Interaction Be personal reflect your unique interests, abilities, and/or concerns Be the result of your initiative, creativity, and ability to organize and plan
Address a topic to which you are truly committedYour Personal Project is not
An essay.
A part 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.
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MYP Areas of Interaction
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 through Health and Social Educationinclude:
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 effects on the health and well-beingof others
EnvironmentsThis 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 others effect on theenvironments from our day-to-day lives.
Some skills, attitudes, and values developed through Environmentsinclude:
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.
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Human IngenuityThis Area of Interaction encourages you to examine and reflect on the ingenious ways in whichwe as humans think, create, and initiate change. You are encouraged to consider the impact ofhuman creations on society and on the mind. You become driven to appreciate the initiativehumans have to transform, enjoy, and improve the quality of life over time.
Some skills, attitudes, and values developed through Human Ingenuityinclude: 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 willacquire skills, attitudes, and practices to become a successful learner. You become 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 Learninginclude: 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?
Communit and Service
Health and Social Education
Human Ingenuity
Environments
Approaches to Learning
MUSIC
Organize a music
showcase at MeadeHigh School thatraises money for a
local charity
Create a brochure topersuade the Board of
Education thatlistening to musicwhile studying or
working is positive
Examine the effect of musicon the lives of slaves duringthe 1800s and create/delivera spoken word poem from
research
By researching and
practicing, teachyourself how to playthe drums and video
tape the progress
Paint a mural in theschool depicting the
positive effect music canhave on you in order to
promote joining the bandor choir
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Personal Project BrainstormingTopic What
Question AreYou Seekingto Answer?
Goal andPurpose
Specifications Process Outcome orProduct
Approaches
to Learning
Learning tomotivate
others
How can Iinspire
children totake
responsibilityfor theirenvironment?
To create aworkshop that
inspireschildren to
takeresponsibilityfor their localenvironment.
The workshop:
Has clear andmeasurableobjectives
Is the rightlength forkids
Includes theright amountof activitiesfor thepurpose ofobjectives
Includes areflection bythe studentsthatparticipated
Research how aworkshopenvironmentcan motivateothers to takeaction.
Research howto plan aworkshop.
Plan, deliver,and evaluate
the workshop.
Reflect after theworkshopabout what s/helearned abouthow otherslearn and theplanning forothers
Workshoppack producedcontaining planand materials
Delivery ofworkshop tochildren.
Communityand
Service
Social Action
How can I
raise money fora charitysupporting a
specific cause?
To raise money
and resourcesfor a charitysupporting aspecific cause
The campaign : Is
communicate
d clearly tothe schoolcommunity
Givesinformationto thecommunityabout howthe money orresourceswill be used
Has an eventwhere themoney orresources canbe donated
Isappropriateto a specifictargetaudience
Researchactivism , howcharities work
and theirmethods offundraising
Focus on aparticularcharity ofpersonalinterest andorganize afundraisingcampaign
Runs thecampaign andreflects
Fundraisingcampaigncompleted
Donation andpresentation offunds/resourcesto chosencharity
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HealthAnd
SocialEducation
Well-Being
How can newstudents to our
school feel
welcome andsupported?
Create awelcome
system for
students newto the school
The proposal:
Iscommunicated orally witha PowerPoint for
support Is clear and
well-defined
Providesevidence ofresearch
Shows thatthe system issustainableand cost-effective tothe school
Shows thatthe pack fornew studentsis relevant
Shows thatthere will besupport fromotherstudents
Research theeffects ofmoving to anew school on apersons senseof identity
howrelationshipsdevelop/howpeople can behelped to settleinto a newenvironment
Propose avolunteerbuddy systemand a welcomepack for new
students andcreates thewelcome pack
Produces aproposal to beput on theleadership teamat school
Reflects on newunderstandings
Welcome packand proposalfor thevolunteerbuddy program
Example: bagor foldercontainingusefulinformationabout theschool and areaandinformationaboutclubs/sportsteams
Environments
Workingenvironment
and health
What can I doto help
improve theschool
environment?
To improve theschool
environment ina simple, cost-effective way
(beautificationof schoolgrounds)
The location of
the plants takeinto accounthealth and safetypolicies at theschool
The plants areeasy to maintain
There is a rangeof plants thatprovides a mix offoliage and color
There is a systemin place forensuring that theplants are caredfor.
Research the
effect of theenvironment onhealth
Identifies waysthat s/he canbenefit theschool plantsfor certainclassrooms andoutside areas
Organizes
fundraising andplanting event
Reflects on howthe plants madean effect on theenvironment atthe school
Arrangement of
plants invarious areas ofthe school
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Human
Ingenuity
The value ofbamboo
What valuedoes bamboohave for the
Vietnamese?
To show thevalue of
bamboo in
Vietnamesedaily life
The painting:
Includesimages ofhow bamboois used in
daily life Is acrylic on
canvas inobservationalstyle
Is mixedmedia andrealism bambooproductsattached tothe canvas
Is on a canvassize 1m x 1m
Explore the usesof bamboo in theVietnamesecommunity andVietnam overall
Identify/researchhow the materialis used in manydifferent waysand decides toproduce anartwork tocommunicatethe findings
Experimentswith ideas andplans artwork toreflect how the
material is usedin ingeniousways
Reflects on thelearning aboutbamboo andthe newdiscoveriesmade, and hows/he developedas an artist
Three-dimensionalpainting
Backward Planning and Scheduling your Personal Project
Try the following steps to organize the steps you need to complete a successful project:1. Create a calendar on a piece of poster board or on the computer that begins with todays
date and ends in March when your project should be completed.2.
In your process journal, brainstorm all of the things that need to be done to complete theproject: interviews, appointments, book/internet research, rehearsals, phone calls, filmediting, anything and everything that will go into completing the project.
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 thingsearlier 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!
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Working with your Supervisor
You will have a Personal Project Supervisor. Supervisors are faculty and staff from 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 final product.
What are my responsibilities to my supervisor?1. It is your responsibility to show up to the Meet and Greet day with appropriate and
necessary 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 everymeeting.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 andprocess for completion, and take the supervisors comments seriously.
5.
You are responsible for documenting meetings in the Meeting Notes section in yourStudent Guideand 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 as planned.
4. Your supervisor should suggest a variety of resources and relevant sources of informationyou may use to develop the product. The importance of research should be emphasized.
5. Your supervisor should encourage you to keep written records of meetings in theMeeting Notes section of your Student Guide.
6.
Your supervisor should provide feedback on your progress, continuously review yourProcess Journal, and document meetings in the Supervisor Handbookto obtain an overallview 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 theSpring of 2013 when Personal Projects are exhibited and which students also attend.
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Using the Design Cycle
The Design Cycle is a process model for creating just about anything. It is a continuous processthat you may go through many times before your project is complete. The Design Cycle shouldbe used as a guide for the next steps in completing your project. These steps should be
recorded in your Process Journal.
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Tracking my Progress: The Process Journal
The Personal Project is an excellent example of the value of learning by doing. Keeping a ProcessJournal is of critical importance of making the doing of 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 files but 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 diary of your experience in creating the product for yourPersonal Project.Your Process Journal should include: Thoughts (Thinking Maps) Ideas
Plans Questions Decisions
It may also include: Sketches Calculations
Meeting Notes Reminders
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 usedthroughout the process
A place for planning A place for recording interactions with
sourceso
Teacherso
Supervisorso People on the outsideo Research
A means of exploring ideas
A place for storing useful informationo Quoteso Pictureso Ideas
A place for evaluating work completed
A place for reflecting on learning Devised by the student in a format that
suits his or her needs Useful for the student with feedback
Used on a daily basis (unless this is usefulfor the student)
Written up after the process has beencompleted
Additional work on top of the project; it is
a part of and supports the project A diary with detailed writing about what
was done A static document with only one format
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The Report
As you approach completion of your Personal Project and using your Process Journal as a guide,you will complete a Report. The Report is an organized piece of writing that describes the goalsof 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 effectively you pursued andcompleted your goals.
The Report must follow the structure below:
I. Title Pagea.
Personal Project Nameb.
Old Mill High Schoolc.
Your Named.
Word Count (Minimum= 1,500 and Maximum= 3,500)e.
You may also include an image to make it unique!
II.
Table of Contents
III. Introductiona.
Describe your ideab.
Define the goal of your Personal Projectc.
Explain the Area of Interaction and how it connects to your projectd. Explain the plan you developed for completing your goal
IV. Processa. Describe the process you took to complete your project
i. Include specific stepsii.
Include people consultediii.
Include the research you consultedb.
Discuss the challenges and successes in the process
V. Analysisa. Discuss your inspiration for completing the projectb. Discuss the influences and research guiding your workc. A careful description of the Area of Interaction and how your project connected.d.
Evaluate how successful your project was and what you might have donedifferently
VI.
Conclusiona. Reflect on the impact your project had on youb. Discuss new insights and perspectives gained
VII. Works Cited Page
VIII.
Appendicesa.
Pictures, Drawings, Sketches etc. that contributed to your project
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Assessment of the Personal Project
The following assessment criteria have been established by the International BaccalaureateOrganization (IBO) for the Personal Project. The final assessment required for IBO-validatedgrades and IBO certification at the end of your time in the MYP must be based on these
assessment criteria:
Criteria Description Evidenced Maximum ScoreCriterion A Use the Process
JournalProcess Journal 4
Criterion B Define the Goal Report 4Criterion C Select Sources Report 4Criterion D Apply Information Report 4Criterion E Achieve the Goal Product and Report 4Criterion F Reflect on Learning Report 4Criterion 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 17 using the following scale:
Grade Boundaries1 0-52 6-93 10-134 14-16
5 17-216 22-247 25-28
In order to successfully complete the Personal Project, the Middle Years Program,and meet the requirements for the Diploma Program, you must earn at least a 3.
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Timelines and Deadlines
Month Topics for Discussion with Supervisor/Independent Work
BeforeJune 2012
Brainstorm Personal Project Ideas
Attend the Personal Project introduction assembly Work on brainstorming/writing in your Process Journal over the summer
Write down any questions your may have for when you meet your supervisor inSeptember
EarlySeptember
Review Process Journal Should have at least 10 entries
Review steps taken and work accomplished over the summer
Discuss challenges, questions, avenues for research and brainstorm on resolutionsand actions to be taken
Ensure that project is developing as planned or outline specific modifications
Agree upon what the student will accomplish before the next meeting (studentshould write this down in the meeting notes in the Student Guide to the PersonalProject)
October Review Process Journal Should have at least 14 entries Review steps taken and work accomplished since last meeting
Discuss challenges, questions, avenues for research and brainstorm on resolutionsand actions to be 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 (studentshould write this down in the meeting notes in the Student Guide to the PersonalProject)
EndNovember/
Early
December
Review Process Journal Should have at least 18 entries
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 the PersonalProject)
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January
2013
Review Process Journal Should have at least 22 entries
Review steps taken and work accomplished since last meeting. Discuss challenges and questions regarding the creation of the final product.
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 (studentshould write this down in the meeting notes in the Student Guide to the PersonalProject)
February2013
Review Process Journal
Review steps taken and work accomplished since last meeting. 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 PersonalProject)
March2013
Product of Personal Project should be completedCollaborate 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 inProcess 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
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Appendix 1: Detailed Assessment Criteria
Criterion A: 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 Descriptor0 The student has not reached a standard described by any of the
descriptors given below.1 The student demonstrates minimal:
Organizational skills through time and self-management
Communication and collaboration with their supervisor
Information literacy, reflection, and thinking2 The student demonstrates some:
Organizational skills through time and self-management
Communication and collaboration with their supervisor
Information literacy, reflection, and thinking3 The student demonstrates satisfactory:
Organizational skills through time and self-management
Communication and collaboration with their supervisor
Information literacy, reflection, and thinking
4 The student demonstrates well-developed: Organizational skills through time and self-management
Communication and collaboration with their supervisor
Information literacy, reflection, and thinking
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Criterion B: Define the Goal
Maximum: 4
Students should:
Identify and explain a topic based on personal interest Justify one focus Area of Interaction as a context for the project
Outline a clear, achievable, challenging goal
Create specifications that will be used to evaluate the projects outcome/product
Achievement Level Level Descriptor0 The student has not reached a standard described by any of the
descriptors given below.1 The student:
Identifiesthe topic of interest, a focus Area of Interaction, and alimited goal
Creates minimal specifications to evaluate the projectsoutcome/product ornone at all
2 The student:
Outlines superficially the topic of interest, the focus Area ofInteraction, and an achievablegoal
Creates specifications for evaluating the projectsoutcome/product, however they lack definition
3 The student:
Describes clearlythe topic of interest, the focus Area of
Interaction, and achievable and appropriately challenginggoal Creates satisfactoryspecifications for evaluating the projects
outcome/product4 The student:
Justifies effectively the topic of interest, the focus Area ofInteraction, and an achievable and appropriately challenginggoal
Creates appropriately rigorous specifications for evaluating theprojects outcome/product
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Criterion C: Select Sources
Maximum: 4
Students should:
Select varied, relevant sources to achieve the goal Evaluate sources
* Evidence will be seen in the body of the report and the works cited pageAchievement Level Level Descriptor
0 The student has not reached a standard described by any of thedescriptors given below.
1 The student:
Selects very fewrelevant sources to achieve the goal
Demonstrates minimalevaluation of sources2 The student:
Selects some relevant sources to achieve the goal Demonstrates some evaluation of sources
3 The student:
Selects satisfactory variety of relevant sources to achieve thegoal
Demonstrates satisfactoryevaluation of sources4 The student:
Selects a wide variety of relevant sources to achieve the goal
Demonstrates well-developedevaluation of sources
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Criterion D: Apply Information
Maximum: 4
Students should:
Transfer and apply information to make decisions, create solutions, and developunderstandings in connection with the projects goal
Achievement Level Level Descriptor0 The student has not reached a standard described by any of the
descriptors given below.1 The student demonstrates minimal:
Transfer and apply information to make decisions, createsolutions, and develop understandings in connection with theprojects goal
2 The student demonstrates some:
Transfer and apply information to make decisions, createsolutions, and develop understandings in connection with theprojects goal
3 The student demonstrates satisfactory:
Transfer and apply information to make decisions, createsolutions, and develop understandings in connection with theprojects goal
4 The student demonstrates well-developed:
Transfer and apply information to make decisions, createsolutions, and develop understandings in connection with theprojects goal
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Criterion E: Achieve the Goal
Maximum: 4
Students should:
Evaluate the outcome/product against his/her own specifications for success.
Achievement Level Level Descriptor0 The student has not reached a standard described by any of the
descriptors given below.1 The student evaluates the quality of the outcome/product.
The outcome/product is of very limitedquality and meets fewof thespecifications.
2 The student evaluates the quality of the outcome/product.
The outcome/product is of limitedquality and meets someof thespecifications.
3 The student evaluates the quality of the outcome/product.
The outcome/product is of satisfactoryquality and meets manyof thespecifications.
4 The student evaluates the quality of the outcome/product.
The outcome/product is of highquality and meets most or all of thespecifications.
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Criterion F: Reflect on Learning
Maximum: 4
Students should:
Reflect on how completing the project has extended his/her knowledge andunderstanding of the topic andthe focus Area of Interaction
Reflect on how s/he has developed as a learner by completing the project
Achievement Level Level Descriptor0 The student has not reached a standard described by any of the
descriptors given below.1 The student demonstrates minimal:
Reflection on how completing the project has extended theirknowledge and understanding of the topic andthe focus Area ofInteraction
Reflection on how they have developed as a learner bycompleting the project
2 The student demonstrates some:
Reflection on how completing the project has extended theirknowledge and understanding of the topic andthe focus Area ofInteraction
Reflection on how they have developed as a learner bycompleting the project
3 The student demonstrates a satisfactory:
Reflection on how completing the project has extended theirknowledge and understanding of the topic andthe focus Area ofInteraction
Reflection on how they have developed as a learner bycompleting the project
4 The student demonstrates a well-developed:
Reflection on how completing the project has extended theirknowledge and understanding of the topic andthe focus Area ofInteraction
Reflection on how they have developed as a learner bycompleting the project
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Criterion G: Report the Project (The Report)
Maximum: 4
Students should:
Organize the project report according to the required structure Communicate 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.Achievement Level Level Descriptor
0 The student has not reached a standard described by any of thedescriptors given below.
1 The student demonstrates:
Minimal organization of the project report according to the
required structure Communication, which is rarelyclear, coherent, and concise and
may not meet required limits
Inaccurate use of recognized conventions to acknowledgesources or no acknowledgement of sources
2 The student demonstrates:
Some organization of the project report according to therequired structure
Communication, which is sometimesclear, coherent, andconcise and is within required limits
Some use of recognized conventions to acknowledge sources3 The student demonstrates:
Satisfactory organization of the project report according to therequired structure
Communication, which is generallyclear, coherent, and conciseand is within required limits
Generally accurate use of recognized conventions toacknowledge sources
4 The student demonstrates:
Consistent organization of the project report according to therequired structure
Communication, which is clear, coherent, and concise and iswithin required limits
Accurate use of recognized conventions to acknowledge sources
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Appendix 2: Students Final Self-Assessment
Name: ________________________________________________ Supervisor:_______________________________
Project Title/Topic: _________________________________________________________________________________
Approaches to Learning Not Yet Progressing Successful SurpassedExpectations
Has contacted supervisor regularlySought help when necessaryWorked independentlyOrganized time effectivelyMet DeadlinesEffort
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 4Criterion C Select Sources Report 4Criterion D Apply Information Report 4Criterion E Achieve the Goal Product and
Report4
Criterion F Reflect on Learning Report 4Criterion G Report the Project Report 4
Answer the following questions:
What do you feel your level of achievement is on the scale of 1-7? ______________
How much time did you spend completing your project (estimate)? ___________ Hrs
What did you enjoy most about your project?
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Appendix 3: Personal Project Supervisors Final Assessment
Student: ____________________________________________Supervisor:____________________________________
Project Title/Topic: _________________________________________________________________________________
Approaches to Learning Not Yet Progressing Successful SurpassedExpectations
Has contacted supervisor regularlySought help when necessaryWorked independentlyOrganized time effectivelyMet 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 4Criterion C Select Sources Report 4Criterion D Apply Information Report 4Criterion E Achieve the Goal Product and
Report4
Criterion F Reflect on Learning Report 4
Criterion G Report the Project Report 4Total Points
Possible
28
Points Achieved
Personal Project Grade (1-7)
Signature__________________________________________________________________ Date ____________________
Comments as Necessary
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Appendix 4: Interim Assessment of Process Journal(Copy as needed for Supervisors comments on progress)
Student: ______________________________________________ Supervisor:__________________________________
Project Title/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:
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Appendix 5: Meeting NotesMeeting Notes
Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:
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Meeting Notes
Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:
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Meeting Notes
Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:
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Meeting Notes
Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:
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Meeting Notes
Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:
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Appendix 6: Copy of Supervisor AgreementIB Middle Years Program: 10thGrade Personal Project
2012-2013Supervisor 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 the end of the 2011-2012 school year.
***All forms require a parent or guardian signature.
Student Name: _________________________________________________________________________________________________
Supervisor : ____________________________________________________________________________________________________
Information for all Supervisors:
All students in the International Baccalaureate Middle Years Programme are completing a PersonalProject as the culminating assignment. The Personal Project can take many forms - a work of art, ascience experiment, a community service project - but it is a long-term project based in an area of interestfor the student. Each student is required to have a supervisor to offer consistent guidance and feedbackand 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 inthe Supervisor Guide
Meet with your student(s) on a regular (typically at least once each month) basis betweennow and March 2013 to monitor progress, give feedback, and offer suggestions for nextsteps
Get in contact with the Personal Project coordinator if your student(s) are not fulfilling therequirements 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 / Guardian Signature _______________________________________________________
***Parent/ Guardian Telephone:_____________________Email: ____________________________________________________
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