fis myp personal project guide - alfarisschool.com · assessment 4 examples of personal project...
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ALFARISINTERNATIONALSCHOOL
PERSONALPROJECTGUIDE
AY2019–2020
NAME&SECTION:______________________________________________
SUPERVISOR:___________________________________________________
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TableofContentsABriefOverviewofthePersonalProject 3
AimsofthePersonalProject 3
TheRoleoftheSupervisor 3
TheFourComponentsofthePersonalProject 4
Objectives 4
Assessment 4
ExamplesofPersonalProjectThemes 5
Timeline 6
ABriefOverviewofthisGuide 7
GetStarted 8
Step1:FindaTopicandSetaGoal 8
Step2:StartaProcessJournal 9
Step3:MakingSureYourGoalisChallenging 12
Step4:SelectaGlobalContext 13
Step5:FigureOutWhatYouAlreadyKnowAboutYourProject 16
Step6:CreateaPlan 17
Step7:Research,Research,Research 21
Step8:FigureOutHowYouWillEvaluateYourPersonalProject 24
WorktheProject 27
Think 28
ManageYourself 30
CommunicateandbeSocial 32
EvaluatetheProject/Outcome 33
ReflectonWhatYouLearnedAboutYourProjectandGlobalContext 34
DevelopasanIBLearner 35
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ComposetheReport 36
ReportFormat 37
PersonalProjectReportOutline 39
PersonalProjectReportChecklist 48
Appendices
AppendixA–AcademicHonestyForm 52
AppendixB–BlankProcessJournalEntry 54
AppendixC–EvaluatingSources 55
AppendixD–InterviewingForm 56
AppendixE–EvaluationoftheProduct/OutcomeForm 57
AppendixF–AssessmentCriteria 58
AppendixG–ReferencingGuide 60
AppendixH–SampleofaWell-WrittenReport 65
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ABriefOverviewofthePersonalProjectThepersonalprojectisanindependent,student-centeredandage-appropriateextended
projectinwhichyouwillconsolidateyourlearningthroughouttheMYPprogramme.Itshould
revolvearoundachallengethatmotivatesandinterestsyou.Unlikeon-screenexaminations
andePortfolios,personalprojectsaremandatoryforallYear5students.Youarerequiredto
submityourpersonalprojectreportsbyMarch8,2020intheformofwritten,oral,visual,or
multimediaform.Youwillalsopresentyourpersonalprojectthroughanexhibition;the
exhibitionwilltakeplaceinApril(dateTBAlateronduringtheyear).
AimsofthePersonalProject
TheaimsoftheMYPpersonalprojectaretoencourageandenablestudentsto:
• participateinasustained,self-directedinquirywithaglobalcontext
• generatecreativenewinsightsanddevelopdeeperunderstandingsthroughin-depth
investigation
• demonstratetheskills,attitudesandknowledgerequiredtocompleteaprojectoveran
extendedperiodoftime
• communicateeffectivelyinavarietyofsituations
• demonstrateresponsibleactionthrough,orasaresultof,learning
• appreciatetheprocessoflearningandtakeprideintheiraccomplishments.
TheRoleoftheSupervisor
Eachstudenthashis/herownsupervisorwhohasbeenallocatedbytheMYPCoordinator.The
purposeofthesupervisoristosupportstudentsduringtheproject.Thesupervisor’s
responsibilitiesareasfollows:
• ensurethechosenMYPpersonalprojecttopicsatisfiesappropriatelegalandethical
standardswithregardtohealthandsafety,confidentiality,humanrights,animalwelfare
andenvironmentalissues
• provideguidancetostudentsintheprocessandcompletionoftheproject
• confirmtheauthenticityoftheworksubmitted
• assesstheMYPprojectusingthecriteriaintheMYPProjectsGuide
• participateinthestandardizationoftheassessmentprocessestablishedbyFIS
• providepersonalprojectgradestotheMYPcoordinatortoenteritonlineinIBIS(IB
InformationSystem)
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TheFourComponentsofthePersonalProject
• AProduct/Outcome
• ProcessJournal
• Report
• Exhibition
Objectives
YouwillcompleteyourpersonalprojectusingthefollowingMYPobjectives:
Table1:MYPPersonalProjectsObjectives
Objective Strand
ObjectiveA:Investigating
i. Defineacleargoalandaglobalcontextfortheproject,basedonpersonalinterests
ii. Identifypriorlearningandsubject-specificknowledgerelevanttotheproject
iii. Demonstrateresearchskills.
ObjectiveB:Planningi. Developcriteriafortheproduct/outcomeii. Planandrecordthedevelopmentprocessoftheprojectiii. Demonstrateself-managementskills.
ObjectiveC:TakingAction
i. Createaproduct/outcomeinresponsetothegoal,globalcontextandcriteria
ii. Demonstratethinkingskillsiii. Demonstratecommunicationandsocialskills.
ObjectiveD:Reflecting
i. Evaluatethequalityoftheproduct/outcomeagainsttheircriteriaii. Reflectonhowcompletingtheprojecthasextendedtheir
knowledgeandunderstandingofthetopicandtheglobalcontextiii. ReflectontheirdevelopmentasIBlearnersthroughtheproject
Assessment
Yourpersonalprojectwillbeassessedusingtheaboveobjectivesasassessmentcriteria.Each
criteriaisequallyweighted,wherebyyoucanreceiveamaximumgradeof8foreachcriteria.
AssessmentcriteriaareinAppendixFofthisguide.
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ExamplesofPersonalProjectThemes
Alistofpersonalprojectthemesisasfollows.Youcanchooseoneofthesethemes,orcomeup
withyourownpersonalizedtheme.
Table2:PersonalProjectThemes
PersonalProjectThemes• Designingpublicplacesatschool• Recoveringmyphysicalconditionafteraninjury• Allergymanagementthroughhealthandsports• Holisticmedicineinpsychiatricpatients• Responsibilitywhendriving• Howtogainmuscleandlosefat• Learninganewstyleofdance• Howtobenefitformreusingplastic• BecomingavolunteerfortheRedCrossandpromoteit• Improvingmyphysicalconditionthroughnutrition• Sportsinjuries• Howphotographycanchangepeople’sperception• Entertainmentforchildreninhospitals• Educatingchildrenwithfamouspeoplewhopromotehealthlivesanddrugprevention
• Creatingmyownartexhibition• Improvingmyphysicalendurancebyfindingtheeffectofdifferentgenreofmusicwhileexercising
• Improvingmyasthmastatusbyworkingout• Learninghowtodiveandfindingwaystomovetothenextlevel
• Helpingthecommunityinthepreventionofsportinjuries
• Learningaboutthec-braceandeducatepeoplefromabiomedicalengineeringfaculty
• PreparingstudentstoparticipateinanMUNtodevelopmoreasaglobalcitizen
• Designinganobstacle-freehouse• Organizinga5Krace• Raisingawarenessofthebeautyofmycountryanditsvaluefortourism
• Motivationforhighachievingsportsstudentsatschool• Raisingawarenessoftheneedofusingsunblocktopreventskindisease
• Achievinghealthyeatinghabits• Exploringhowtomodifydifferentvariablesinphotographytoachievethedesiredeffects
• Makinganexhibitioninapublicplace• Educatingstudentsonhavinghealthyhabits• Improvingartskillsthroughlearningnewtechniques• Perspectivesofbeautythoughblackandwhitephotography
• Developingastorybasedonmom’shistory• Preparingmybrothertobeasoccerplayer• Improvingmygameofgolfbyattaininggreaterdistancewiththedriver
• Creatingconsciousnessoftheimportanceofstretchingandwarmingupinadolescents
• Creatinganawarenesscampaignonacertaindisease• Creatingamusicalpiece,recording,andproducingit• Improvingmyartisticskillsusingthreenewtechniquesanddevelopingmyowntechnique
• Studyingalternativewaysofelectricalconduction• Schoolbasedpodcasting• Preparingtoruna10Krace• Educatingpeopletomanagefinanceswell• Learninghowtodoagraffitiandcreatingsocialawarenessofhowit’surbanartinsteadofvandalism
• Timemanagement• Hownutritioneffectsmyachievementinsports• Developingtechniquesinacertainsport• Promotingnon-populartouristicplacesinmycity• Benefitsofhockeytobecomeabalancedperson• Discoveringthemostchallengingaspectsforagraduatefromschoolandhowtofacethem
• Learninganobjectprogramminglanguage:Swift• Analysisofhowadvertisingaffectsthedesiretoeat• Creatingawarenessoftheunknowncultureofalocalcity
• Howawarenessofabalanceddietcontributestoourhealth
• Developingachoreographythatexpressesamessage• Learninganewlanguage• Experimentingwithvegetarianism• ShowinghowarthelpschildrenwithDown’sSyndrome• Designingadreamhome• Drawinganarchitecturaldesign• Howtoimprovetheenvironmentforapatientduringchemotherapysessions
• LearninganOOprogramminglanguage,“C++”• Advancinginscubadiving• Howtogainself-confidence• Howlightingworksinfilm• Usingsocialdocumentaryphotographytoshowtheessenceofmembersofthecommunity
• Healthyeatingforpeoplewithdiabetes• Skillsandvaluesthatvideogameshave• Learningtokitesurfandshowpeoplewhatyouarecapableoflearningifyousetyourmindtoit
• Learningstrategiestocontrolmymindtolivewithoutconcerns,withhappinessandproductivity
• Creatingmyownblogofhealthyrecipesanddiscussinghowitcanimprovemyhealthandmyperceptionofmyself
• Organizingandproducingaconcert• Decidingthemostsuitablecareerinmyfuture• Discussingtheimpactofthecreationofabiomedicalengineeringdevice
• Discussingboththepositiveandnegativeeffectsofsocialmedia
• Amplifyingmyknowledgeofinternationalnegotiationsintheworldeconomy
• Howtoattainexcellenceinacertainsport.
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Timeline
Usethefollowingtimelinetopaceyourselfwhileworkingonyourpersonalproject.Your
supervisorshouldsignineachdesignatedsectiontoindicateyoucompletedeachtask.
Month/Date Task Supervisor’sSignature
September&October
Investigating• Identifypriorlearning• Outlineoftopic–decideonthegoalandglobalcontext
• Decideonproduct/outcome• Recordyourprogressinyourprocessjournal
November Investigating• Initialresearchperiod–selectrelevantresourcesandgatherinformation
• Begindevelopmentofcriteriatoevaluatetheproductby
Planning• Finalizecriteria• Continueresearch–select,evaluate,andacknowledgeinformation
• Recordyourprogressinyourprocessjournal
December Planning• Continueresearch–select,evaluate,andacknowledgeinformation
• Workonproduct/outcome• Recordyourprogressinyourprocessjournal
January TakingAction• Continueworkingonproduct/outcomeReflecting• Evaluatethequalityoftheproductagainstthecriteria
• Reflectonlearning• Recordyourprogressinyourprocessjournal
February Reflecting• Completethereport
March • PersonalProjectDueDate:March8,2020• PPExhibition(DateTBAinMarch)
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ABriefOverviewofthisGuide
Thisguideisdividedintothreeparts:
1) GettingStarted
2) WorktheProject
3) ComposetheReport
Partsofthisguidearegiveninsequentialsteps,whileothersarelessstructured.Atthestartof
eachsection,thereisareminderforwhichobjectivethatworkisaddressing(Investigating,
Planning,TakingAction,Reflecting).Asyouworkthroughtheprocesshowever,rememberthat
youarealwaysgoingbackandforthbetweenthedifferentobjectives.
Figure1:VisualizingthePersonalProjectObjectives
Objectives
Projects guide 9
Students will use the presentation of the community project, or the report of the personal project, as an opportunity to demonstrate how they have addressed each of the objectives. Students will be expected to communicate clearly, accurately and appropriately.
Visualizing the project objectives
Investigating
Reflecting
Taking action
Planning
Identify prior learning and subject-specific knowledge
Define a goal based on personal interests
Evaluate the quality of the service as action or product/outcome
Reflect on knowledge and understanding
Reflect on their development of ATL/as an IB learner
Demonstrate research skills
Develop a proposal of action/criteria
Plan and record the development process
Demonstrate self-management skills
Demonstrate communication and social skills Demonstrate
thinking skills
Demonstrate service as action/create a product or outcome
Figure 3Visualizing the project objectives
The visualization in figure 3 shows that the four objectives for both the community project and the personal project—investigating, planning, taking action and reflecting—form a cyclical and interactive approach to inquiry and should be addressed as such. The four objectives will be demonstrated holistically in the process, the product and the report or presentation of the project.
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GetStarted
GetStarted–Step1:FindaTopicandSetaGoal
ThissectionaddressesCriterionA,Strandi:
defineacleargoalandglobalcontextfortheproject,basedonpersonalinterests
Somestudentsknowimmediatelywhattheywanttodoforapersonalproject.Moststudentsdo
not.Thinkaboutwhatyouenjoydoingalready,orwouldliketolearnmoreabout.Whatever
youdo,pleasemakesurethatitissomethingyouenjoyandareinterestedin.Youwillspendthe
nextseveralmonthsworkingonthepersonalproject,andifyoudonotenjoywhatyouare
doing,youwillbemiserable.
Inthespacebelow,ORINYOURPROCESSJOURNAL,listsomeideasofthingsthatyoumaybeinterestedindoingforaproject.Thisistimeforyoutobrainstorm.Writeeverythingdown,
evenifyouthinkitmaynotbepossible.Ifyoudowritethingshere,makesurewhateveryoudo
ISRECORDEDINYOURPROCESSJOURNALLATER.
Remember,yourproductoroutcomedoesnothavetobeatangibleobject,likeapieceofartor
researchresults.Itcanbethedevelopmentofaskillorknowledgeinyourselforothers.
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GetStarted–Step2:StartaProcessJournal
Thisstepshouldbedoneatthesametimeasstepone.
Thissectionaddressesallobjectives,andespecially:
• CriterionB,Strandii:planandrecordthedevelopmentprocessoftheproject
• CriterionD,Strandiii:reflectonyourdevelopmentasanIBlearnerthroughtheproject
Theprocessjournalisawaytorecordthedevelopmentofyourpersonalproject.Itcantakeany
formthatyoulike.Examplesofprocessjournalsareasfollows:
• Writinginaspiralnotebook
• Keepingarunningblog
• Recordingavideodiary(i.e.“vlog”)
• Savingaseriesofaudiorecordings
Whateverhelpsyoutorecordtheprogressofyourpersonalprojectisacceptable.Remember
thatyouwillproveyouaddressedallfourobjectiveofthepersonalproject(Investigating,
Planning,TakingAction,andReflecting)BASEDONEVIDENCEFROMYOURPROCESSJOURNAL.Itisyourresponsibilitytogetrecordofalltheinformationyougatheredanduseitinyoufinal
report.
Table3:Correctvs.IncorrectProcessJournalDescriptions
TheProcessJournalIs… TheProcessJournalIsNot…• usedthroughouttheprojecttodocumentitsdevelopment
• anevolvingrecordofintents,processes,accomplishments
• aplacetorecordinitialthoughtsanddevelopments,brainstorming,possiblelinesofinquiryandfurtherquestionsraised
• aplaceforrecordinginteractionswithsources,forexampleteachers,supervisors,andexternalcontributors
• aplacetorecordselected,annotatedand/oreditedresearchandtomaintainabibliography
• aplaceforstoringusefulinformation,forexamplequotations,pictures,ideas,photographs
• ameansofexploringideasandsolutions• aplaceforevaluatingworkcompleted• aplaceforreflectingonlearning• devisedbystudentsinaformatthatsuitshis/herneeds
• arecordofreflectionsandformativefeedbackreceived.
• usedonadailybasis(unlessthisisusefulforthestudent)
• writtenupaftertheprocesshasbeencompleted• additionalworkontopoftheproject;itispartofandsupportstheproject
• adiarywithdetailedwritingaboutwhatwasdone
• astaticdocumentwithonlyoneformat
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Recordingtheprogressofyourpersonalprojectintheprocessjournalisimportant,butitisnot
enough.YoumustalsorecordyoureffortstodevelopasanIBlearner.Asyouworkthroughthe
personalproject,youshouldthinkabouthowyouaregrowingintheIBlearnerprofileandthe
IBapproachestolearning(ATLskills).
TheIBlearnerprofileisalistof10characteristicsthatIBstudentsareencouragedtodevelop
astheygrowandlearn.TheIBwantsstudentstostrivetobe:
• Principled
• Reflective
• Inquirers
• Caring
• Knowledgeable
• Thinkers
• Open-Minded
• Communicators
• Risk-Takers
• Balanced
TheATLskillsareskillsyouneedtobeabletopersevereinyourlearning,bothin,andoutof,
school.Theyaredividedupintofivemajorcategorieswithseveralclusters.Thefollowingtable
providesabriefexplanationofeachcluster.
Table4:ATLSkills
Category Cluster
CommunicationCommunicationSkills• Exchangingthoughts,messagesandinformationeffectivelythroughinteraction• Reading,writingandusinglanguagetogatherandcommunicateinformation
SocialCollaborationSkillsWorkingeffectivelywithothers
Self-Management
OrganizationSkillsManagingtimeandtaskseffectivelyAffectiveSkills• Mindfulness• Perseverance• EmotionalManagement• Self-Motivation• ResilienceReflectionSkills(Re)condsideringtheprocessoflearning;choosingandusingATLskills
Research
InformationLiteracySkillsFinding,interpreting,judgingandcreatinginformationMediaLiteracySkillsInteractingwithmediatouseandcreateideasandinformation
Thinking
CreatingThinkingSkillsAnalyzingandevaluatingissuesandideasCreativeThinkingSkillsGeneratingnovelideasandconsideringnewperspectivesTransferSkillsUsingskillsandknowledgeinmultiplecontexts
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THEPROCESSJOURNALCANBEINWHATEVERFORMATYOUWOULDLIKE.Thispagecontainsatemplateforajournalentrythatyoucancopyandfillout,oruseasaguidewhenyouuseyour
ownJournal.Whenputtinginaprocessjournalentry,besuretoaddresstheATLskillsandIB
learnerprofiles.ThisformisalsoavailableinAppendixBofthisguide.
PROCESSJOURNALENTRY
Date:
ATLSkillCategoriesAddressedinthisEntry
IBLearnerProfileAspectsAddressedinthisEntry
Communication¨ Communication
SkillsSocial
¨ SocialSkillsSelf-Management
¨ OrganizationSkills
¨ AffectiveSkills¨ ReflectionSkills
Research¨ Information
LiteracySkills¨ MediaLiteracy
SkillsThinking
¨ CriticalThinkingSkills
¨ CreativeThinkingSkills
¨ TransferSkills
¨ Principled¨ Reflective¨ Inquirer¨ Caring¨ Knowledgeable
¨ Thinker¨ Open-Minded¨ Communicator¨ Risk-Taker¨ Balanced
Notes/Work:ExplainhowthisentryrelatestotheATLskillsandIBlearnerprofileaspectsyoucheckedatthetop.GlobalContextReflection:QuestionstoFollowUpOn:EvaluatingSources:
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GetStarted–Step3:MakingSureYourGoalisChallenging
ThissectionaddressesCriterionA,Strandi:
defineacleargoalandglobalcontextfortheproject,basedonpersonalinterests
IfyoulookattherubricforCriterionA,youcanseethatyourfinalgoalshouldbe“clearand
highlychallenging.”Eachpersonwillhaveadifferentideaofwhat“highlychallenging”means
basedontheirexperienceandskills.Someonewhohasneversewnbeforemaybechallenged
makeabasicquilt,whilesomeonewhohasbeensewingforyearswouldfindaquiltfartooeasy
tomake,andmayneedtocreateseparatearticlesofclothing.Someonewhohasneverplayed
guitarwillbechallengedbylearningtoplayafew3chordsongs,whilesomeonewhohasbeen
playingforyearsmaynotbechallengedunlesstheylearntoplayinanewstyleoraparticularly
challengingpieceofmusic.Thefollowingtableshowshowabasicgoalcanberampedupto
makeitmorechallenging.Rememberyouwantthegoaltobeinterestingandchallenging,but
notimpossible.
Table5:MakingaBasicGoalHighlyChallenging
BasicGoal Clear&ChallengingGoal HighlyChallengingGoalCreateaslideshowaboutarefugeecrisis.
Raiseawarenessofarefugeecrisisthroughanawarenesscampaign,includingpresentationstostudentsandapostercampaign.
Developanawarenesscampaignintheschooltoraiseawarenessofarefugeecrisis,includingpresentationstostudentsandapostercampaignandraisemoneytodonatetoUNHCR.
Createaclothhandbagofmyowndesign.
MakeahandbagofmyowndesignfromamaterialthatIhavecreatedfromrecycledpaperwaste.
Createarangeofhandbagsofmyowndesign,madefrommaterialthatIhavecreatedfrompaperwaste.
Writeaseriesofpoems. Writeaseriesofpoemsinspiredbycurrenteventsandpublishthemonwww.poems.com.
Writeaseriesofpeopleinspiredbycurrenteventsandpublishtheminahandmadebook.
Generallyspeaking,themoreverbsthatyouhaveinagoal,themoreopportunitiesyouhaveto
learn,andthemorechallengingthegoalis.
INYOURPROCESSJOURNAL–Writedownyourcurrentgoal.Isitpossibletomakeitmorechallengingbyaddingadditionalpieces?Doesthenewgoalstillinterestyou?
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GetStarted–Step4:SelectaGlobalContext
ThissectionaddressesCriterionA,Strandi:
defineacleargoalandglobalcontextfortheproject,basedonpersonalinterests
Youmustselectoneglobalcontexttouseasalensthroughwhichyoucandevelopyour
personalproject.Theremaybemorethanoneglobalcontextthatcanapplytoyourproject,but
youmustpickONEtouseforthedurationoftheproject.Fromthisglobalcontext,youmust
selectoneareaofexplorationtoguideyourwork.Theglobalcontextandareaofexploration
willhelpyoutorefineandfocusyourwork.Youmayalreadyhaveaverystrongpersonal
interestintheproject,butbyusingglobalcontexts,youcanseehowwhatyoulearncanapply
tootherpeople.Globalcontextshelpyoutoaddressthefollowingquestions:
• WhyamIengagedinthisinquiry?
• Whyaretheseconceptsimportant?
• Whyisitimportantformetounderstand?
• Whydopeoplecareaboutthistopic?
Thefollowingtablesdemonstratetheimpactglobalcontextshaveonatopic:
Table6:GlobalContextsExamplesthatApplytotheSameTopic
Topic1:RapasaMusicGenreGlobalContext Examples
Identity&Relationships Examinethequestion,“Whydoesrapspeaktome?”
OrientationinTime&Space Explorethedevelopmentofrapasastyleofmusicacrosscontinents.
Personal&CulturalExpression Performarapsongforpeersandhaveaquestion-and-answer.
Topic2:SolarEnergyDevicesGlobalContext Examples
Scientific&TechnicalInnovation Designa3Dmodelofasolardevicewithinstructionforconstruction.
OrientationinTime&Space Investigatehow,inhistory,differentcultureshavemadeuseofenergyfordifferentneeds.
Globalization&Sustainability DebateHervéKempf’sideasabout“HowaretherichdestroyingtheEarth?.”
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Alistofglobalcontextsandexamplesofpersonalprojecttopicsareasfollows:
Table7:GlobalContexts&PersonalProjectExamples
GlobalContext&Explorations ExamplesofPersonalProjectsTopics&Products
Identities&RelationshipsAnexplorationintoidentity;beliefsandvalues;personal,physical,mental,socialandspiritualhealth;humanrelationshipsincludingfamilies,friends,communitiesandcultures;whatitmeanstobehuman.
• Twosidesofsocialnetworking;anawarenesscampaignaboutdigitalcitizenshipandcyberbullying.
• Howonlineidentitiesimpactofflinerelationships;aresearchessay.• Keepingculinarytraditions;avideoseriesfollowingfamilyrecipes
withhistoricalrelevance.• Theeffectofmassmediaonteenageidentity;ashortfilm.
OrientationinSpace&TimeAnexplorationintopersonalhistories;homesandjourneys;turningpointsinhumankind;discoveries;explorationsandmigrationsofhumankind;therelationshipsbetweenandtheinterconnectednessofindividualsandcivilizationsfrompersonal,localandglobalperspectives.
• TheEuclideanspaceperspectiveoftheuniverse;a3Dmodel.• Explorersinsearchofanewworld;immigrationovertheages
throughvisualtexts.• Chartingafamilyhistorythrougharchivesandarepresentational
statue.
PersonalandculturalexpressionAnexplorationintothewaysinwhichwediscoverandexpressideas,feelings,nature,culture,beliefsandvalues;thewaysinwhichwereflecton,extendandenjoyourcreativity;ourappreciationoftheaesthetic.
• Videogamesasaformofculturalexpression;ashortfilmusingfivevideogamesthatshowshowtheyareanexpressionofourculture.
• TheartofMangainJapaneseculture;aJapaneseanimeandasurveyoftheunderstandingofmypeers.
• Cultureandself-expressionthroughdanceatthelocalcommunityartscenter;aperformance.
ScientificandtechnicalinnovationAnexplorationintothenaturalworldanditslaws;theinteractionbetweenpeopleandthenaturalworld;howhumansusetheirunderstandingofscientificprinciples;theimpactofscientificandtechnologicaladvancesoncommunitiesandenvironments;theimpactofenvironmentsonhumanactivity;howhumansadaptenvironmentstotheirneeds.
• Nanofibersbuildstrongerbikes;aprototypebikewithnanofibers.• What’sthematterwiththeanti-matter?aninformationaltalk.• Whyaregeneticsandgenomicsimportanttomyhealth?amedia
presentation.• Canstemcellsreplaceorgantransplants?aninvestigativereport.
GlobalizationandsustainabilityAnexplorationintotheinterconnectednessofhuman-madesystemsandcommunities;therelationshipbetweenlocalandglobalprocesses;howlocalexperiencesmediatetheglobal;theopportunitiesandtensionsprovidedbyworldinterconnectedness;theimpactofdecisionmakingonhumankindandtheenvironment.
• Thestruggleforwaterindevelopingcountries;anawarenesscampaign.
• TheimpactofthefinancialcrisesofEuropeandtheEuropeanEconomicCommunityontheUnitedStates;avisualpresentation.
• EducationasthetooltochangethefutureofPeru;aworkshopforadults.
• Theroleofthedevelopingcountriesinprotectingthetropicalrainforest;acollectionofslides.
FairnessanddevelopmentAnexplorationintorightsandresponsibilities;therelationshipbetweencommunities;sharingfiniteresourceswithotherpeopleandwithotherlivingthings;accesstoequalopportunities;peaceandconflictresolution.
• Supportingfairtrade:cocoatradeinGhana;anawarenesscampaignforourschoolrestaurant/cafeteriatopromotefairtrade.
• Open-marketeconomiesandtheirroleinfairtrade;atalkforstudents.
• Exploringtheintersectionsofraceandinequality;aradiobroadcast.• Asylumseekersandtheirrighttolivelikeus;apainting.
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Brainstormwhichglobalcontextscouldapplytoyourproject,anddocumentyourworkINYOURPROCESSJOURNAL.Usethefollowingtemplateinthisprocessjournalentry:PersonalProject
ProjectTopic
Product
GlobalContext
AreatoExplore Afewexamplesofhowthetemplateabovecanbeusedareasfollowed:
Table8:TemplateExamples
Example1
ProjectTopic Theeffectofmassmediaonteenagers
Product ShortFilm
GlobalContext Identities&Relationships
AreatoExplore Humanrelationships,includingcommunitiesandcultureExample2
ProjectTopic Supportingfairtrade:CocoatradeinGhana
Product AwarenessCampaign
GlobalContext Fairness&Development
AreatoExplore TherelationshipsbetweencommunitiesExample3
ProjectTopic Nanofibersbuildstrongerbikes
Product Prototypebike
GlobalContext ScientificandTechnicalInnovation
AreatoExplore HowpeopleusetheirunderstandingofscientificprinciplesExample4
ProjectTopic UrbanArt
Product PhotographiccollectionofexamplesofPittsburghUrbanArt
GlobalContext Personal&CulturalExpression
AreatoExplore Howpeoplediscoverandexpressideasandfeelings
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GetStarted–Step5:FigureOutWhatYouAlreadyKnowAboutYourProject
ThissectionaddressesCriterionA,Strandii:
identifypriorlearningandsubject-specificknowledgethatisrelevanttotheproject
INYOURPROCESSJOURNAL,recordwhatyoualreadyknowaboutthetopicofyourpersonalproject.
Lookforparallelsinyourlifeexperience.Forexample,ifyouaredoingapersonalprojecton
poetry,buthaveneverwrittenpoetrybefore,whatdoyouknowaboutwritingingeneral?
Thinkofothertimesthatyouhavewrittenthings.
Ifthisissomethingthatisentirelynewtoyou,youcanstillwriteaboutyourpriorlearning.
Thinkaboutanothertimethatyoulearnedsomethingneworacquiredanewskill.Consider
timesthatweresuccessfulandthosethatwerelesssuccessful.
Thisisalsowhenyoumustgetbaselines,ifappropriate.Ifyouaregoingtojudgethe
improvementyoumakeinaskill,youmusthavesomekindofrecordaboutwhatkindofskill
levelyouhavenow.Soifyourgoalistoimproveyourdrawingskill,youneedtorecordhow
wellyoudrawnow.Ifyourgoalistolearntodunk,youshouldhaveavideoofyoutrying,and
failing,todunk.Ifyouaretutoringsomeone,youneedtomakesurethatyouhavearecordof
whattheyknowbeforeyoustartsoyoucanbothseehowfaryou’vecome.
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GetStarted–Step6:CreateaPlan
ThissectionaddressesCriterionB,Strandii:
planandrecordthedevelopmentprocessoftheproject
Beforeyougettoofarintheproject,youneedtoplanouthowyouwillfinishtheprojectinthe
timeprovided.Itwillhelptothinkofallthethingsyouwillneedtodotocompleteyourproject
andputthemallinamindmaporlistINYOURPROCESSJOURNAL.
Ifyoudothemindmaporlistinthespacebelow,besuretocutoutyourworkandPUTITIN
YOURPROCESSJOURNAL,ORRECOPYITTHERE.
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Onceyouhaverecordedthedifferenttasksyouwillneedtocompletewhattofinishyour
personalprojectinthetimeallowed,usethefollowingform(p.17–19ofthisguide)towrite
outaplanofwhatyouwilldoandbywhenyouwilldoit.
Form1:CreatingaPlan
ProjectTitle:______________________________________________________________________________________________
Student:___________________________________________Date/DurationofProject:________________________
Goal(formulateastatementthatclearlyshowsyourgoal,basedonyourpersonalinterests).
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Whatisthepurposeofyourgoal?Whatdoyouhopetoachieve?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
GlobalContext&Exploration
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
WhatProduct/OutcomewillyoucreateinresponsetotheGoalandGlobalContext?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Whichcriteriawillensureyourproduct/outcomeisofexcellentquality,andhowwillyouevaluateit?_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
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Research:Whatdoyouhavetoresearch?(Bespecific;thinkofmedia,surveys,interviews,andobservations).Definewhatyouneedtoresearch.
Establishresearchquestions–What?Who?When?Where?Why?
Identifyhowyouwillfindyoursources.
WhatsourcescanIfindthatwillanswermyresearchquestions?
Locateandaccessyoursources.
HowcanIlocateandaccessmysources?
Assesssources. HowcanItellmysourcesareusable?
Extractrelevantinformation. HowdoIextractonlyrelevantinformationandpreventmyselffromplagiarizing?
Collectandsynthesizemyinformation.
HowcanItranslatethisresearchtomyproduct/outcome?
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Usingtheresearchchartyoucompletedinthepreviouspage,listthetasksyouneedtocomplete,andhowyouplanoncompletingthepersonalprojectinthetimeprovided.Task/Action/Step HowYouPlanonCompletingIt
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GetStarted–Step7:Research,Research,Research
ThissectionaddressesCriterionA,Strandiii:
demonstrateresearchskills
Researchisanimportantapproachtolearningthatyouneedtodevelopinthepersonalproject.
TheIBdividesresearchskillsintotwocategories:informationliteracy(finding,interpreting,
judgingandcreatinginformation)andmedialiteracy(interactingwithmediatouseandcreate
ideasandinformation).Itisvitalthatyoushowthatyouarefamiliarwithbothoftheseareas.
YOURPROCESSJOURNALISTHEPLACEWHEREYOUCANRECORDYOURWORKtoshow
thatyouhavemasteredyourresearchskills.
Herearesomewaysthatyoucanshowyourinformationliteracyskills:
• Collect,recordandverifydata
• Makeconnectionsbetweensourcesofinformation
• Collectandanalyzedatatoidentifysolutionsandmakeinformeddecisions
• Processdataandreportresults
• Evaluateandselectinformationsourcesbasedontheirappropriatenesstospecifictasks
• Usecriticalliteracyskillstoanalyzeandinterpretmediacommunications
• Createreferencesandcitations,usefootnotes/endnotesandconstructabibliography
accordingtorecognizedconventions
WhicheveroftheseskillsyouuseshouldbeRECORDEDINYOURPROCESSJOURNAL.
Herearesomewaysthatyoucanshowyourmedialiteracyskills:
• Locate,organize,analyze,evaluate,synthesize,andethicallyusesourcesfromavarietyof
sourcesandmedia
• Demonstrateawarenessofmediainterpretationsofeventsandideas
• Seekarangeofperspectivesfrommultipleandvariedsources
• Communicateinformationandideaseffectivelytomultipleaudiencesusingavarietyofmedia
andformats
• Compare,contrast,anddrawconnectionsamong(multi)mediaresources
WhicheveroftheseskillsyouuseshouldbeRECORDEDINYOURPROCESSJOURNAL.
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Gobacktothelistofpossiblesourcesyoumadeinthe“Planning”sectionoftheguide.Beginto
workthroughthesourcesyouwanttouse.Itisimportanttomakesurethatthesourcesyouare
usingarestrong,relevantsources.
TherearemanyotherATLskillsthatyoucandemonstratewithresearch.Keepingyoursources
organizedandtogethershowsorganization.Evaluatingthesources,lookingattheprojectfrom
themultipleperspectivesofdifferentsourcesandinterpretingdatayoufindalldemonstrate
criticalthinking.TakingwhatyoulearnfromyourresearchandapplyingittotheProject
indicatesthatyouknowhowtotransferskillsandinformation.
GettingtheMostfromYourSources
To ensure that your research supports your project, it is important you get everything that you
need from your sources.
Books are websites are both excellent research places. Nevertheless, do not only limit yourself to
these types of sources. You can also use the following:
• Face to Face Interviews
• Phone Interviews
• Surveys
• Email Interviews
• Observations
There are several forms that you can use to organize your sources when they arrive. Keep in
mind that proper research is also a way to show self-management (through organization).
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Inadditiontokeepingallofthebibliographicinformationthatyouwillneed,besuretotakethe
timetoevaluatethesources.Youwillneedtolookatthesourcesfromthefollowing
perspectives.
Authority–Whoisresponsibleforpresentingthisinformation?
• Whohaswrittenorprovidedthisinformationandcanyouchecktheirqualifications?
• Istheinformationlisted/presentedfroman‘expert’inthisfield?
Accuracy–Istheinformationaccurate,canitbeprovenandverified?
• Istheinformationcorrect?
• Canyouchecktheaccuracyofinformationthroughlinks,footnotesandbibliography?
Objectivity–Istheinformationbasedonfacts,thingsyoucanobserveorbasedmoreon
opinionsandemotions?Isitfromjustonepoint-of-view?
• Istherepersonalbias?
• Canyouverifythatfacts,statisticsandlinkstosourcesareaccurateandtruthful?
Currency–Howoldistheinformationandisitimportant?
• Hastheauthor(s)providedadateforwhentheinformationwaswritten?
• Hastheinformationbeenrevisedorupdated,andifso,when?
USETHETABLEINAPPENDIXCTOEVALUATEYOURSOURCES.
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GetStarted–Step8:FigureOutHowYouWillEvaluateYourPersonalProject
ThissectionaddressesCriterionB,Strandi:
developcriteriafortheproduct/outcome
Oneofthemostimportantpartsofthepersonalprojectisyourevaluationofyourfinalproduct.
Todothiseffectively,youmustcreatealistofcriteriathatyouwillusetojudgeyourwork.
PleasebeawarethatthesearenotthesameastheAssessmentCriteriaA,B,C,andDthatothers
willusetoevaluateyourwork.ThecriteriathatyoucreatehereareforYOURownuse.You
shoulddecidewhat3to5thingsyouaregoingtouseasthebasisforyourevaluation.Havinga
setofcriterialaidoutbeforeyoubeginallowsyoutoobjectivelylookathowwellyou
completedyourpersonalproject.
Therearetwochartsonthefollowingtwopages(p.25&26ofthisguide)thatyoucanuseto
helpyoucreateyourcriteria.
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Prompts Student–DesignedCriteria TestorMethodofEvaluation
Form:Whatwillyourprojectlooklike?Whatmaterialswillyouuse?Whatsizewillyourprojectbe?Whattoolswillyouuse?Howwillyouassembleyourproject?
Function:Whatisthepurposeofyourproject?
User/Audience:Whoisyourprojectfor?Whatneedsdoyouexpectyourprojecttosatisfy?Where/whywillyourprojectbeused?
Costs:Howmuchwillyourprojectcosttomake?Howmuchwillyousellitfor?Howmuchprofitcouldbemadeonyouritem/project?
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YourGoal:
GlobalContext:
Impact
Whatimpact
doIwantm
y
product/
outcom
eto
have?
Size/Content
Arethereany
specificsizes
thatneedto
be
considered?
Istherea
particular
amountof
content
required?
Materials
What
materialswill
beused?
What
propertiesdo
thematerials
needtohave?
Function
Whatisits
purpose?
Whatw
illit
do?H
ow
easilycanit
beused/
maintained?
Environm
ental
Considerations
How
will
thedesign
directlyor
indirectly
affectthe
environm
ent?
User/
Audience
Whoisitfor?
Considerage,
gender,
socioeconomic
background.
Cost
Istherea
maximum
cost?Isthisa
materialcost
ortimecost?
Aesthetics
Appearance,
style,color,
shape,
pattern,
form,texture,
finish,layout
1–2
Limited
3–4
Adequate
5–6
Substantial
7–8
Rigorous
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WorktheProjectOnceyouarefinishedwiththeGetStartedportionoftheprocess,youbegintoWorktheProject
itself.Tocompletethepersonalprojectyoumustnotonlythink,manageyourself,communicate
withothersandusesocialskills,butyoumustalsoPROVETHESETHINGSINTHEFINAL
REPORT.Provingthatyouthought,communicatedandmanagedyourselfcanbechallenging,
buteachofthefollowingsectionsgivesyouideasofhowtoguaranteethatyoucanprove
everythingthatyoudid.
Remember,justbecauseyouhaveworkedonthefirsteightsteps,itdoesnotmeanyouare
doneaddressingthosepartsofthepersonalproject.
Forexample,yourresearchisneverreallydone.Nowitwillbeguidedbytheworkyoucontinue
todo.Youhaveaplan,butitwillprobablyhavetobeadjustedasyoubegintoworkonthe
project.Youalsomayneedtoadjustyourcriteriatoevaluateyourfinalproduct,ifthings
changeoverthecourseoftheprojectdevelopment.
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WorktheProject:THINK
ThissectionaddressesCriterionC,Strandii:
demonstratethinkingskills
Thinkingissomethingthattakesplaceinternally,andcanbedifficulttoshowunlessyoumake
anefforttoRECORDTHINGSINYOURPROCESSJOURNAL.Therearedefinitelywaysthatyoucanshowyourthinking,ifyoudotheworkupfront.
TheIBbreaksthinkingskillsdownintothreecategories:creatingthinking(generatingnovel
ideasandconsideringnewperspectives),criticalthinking(analyzingandevaluatingissues
andideas)andtransfer(utilizingskillsandknowledgeinmultiplescontexts).
AfewwaysyoucanPROVEthatyoudidsomecreativethinkingisasfollows:
• comeupwithsolutionstoproblemsorchallenges
• brainstormyourideasorinquiries
• usetechniquestomakeyourthinkingvisible,likemindmapsorlists
• considermultiplealternatives–eveniftheyseemimpossible
• makeunusualconnectionsbetweenideasorobjects
• designimprovementsandexistingtechnologies
• createnovelsolutionsororiginalworksandideas–oruseexistingworksorideasinnew
ways.
AfewwaysyoucanPROVEthatyoudidsomecriticalthinkingisasfollows:
• recognizeoridentifyproblems,obstaclesorchallenges
• formulatearguments
• recognizeassumptionsandbiasinsources
• interpretdataandevaluatesources
• drawreasonableconclusionsandgeneralizations
• reviseunderstandingbasedonnewinformation
• formulatequestions
• considerideasfrommultipleperspectives
• proposeandevaluateavarietyofsolutions.
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AfewwaysyoucanPROVEthatyoudidsometransferskillsisasfollows:
• applyskillsandknowledgeinunfamiliarsituations
• compareconceptualunderstandingacrossmultiplesubjectgroupsanddisciplines
• combineknowledge,understandingandskillstocreateproductsorsolutions
• transfercurrentknowledgetolearningofnewtechnologies
• changethecontextofaninquirytogaindifferentperspectives
• explainhowyouapplyyourresearchtoyourpersonalproject.
Whicheveroftheseskillsyouuse,besuretoRECORDWHATYOUDIDINYOURPROCESS
JOURNAL.
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WorktheProject:MANAGEYOURSELF
Thissectionaddressesallobjectives,andespecially:
• CriterionB,Strandii:demonstrateself-managementskills
• CriterionD,Strandii:reflectonhowcompletingtheprojecthasextendedyourknowledge
andunderstandingofthetopicandtheglobalcontext
• CriterionD,Strandiii:reflectonyourdevelopmentasanIBleaderthroughtheproject
Whilealltheapproachestolearning(ATLskills)areimportant,self-managementmaybethe
mostcriticalaspectofyoursuccessfulcompletionofthepersonalproject.Ifyoudonotpace
yourselfandtakecareofyourresponsibilities,thisprojectcan’tbefinished.Ifyoudon’ttake
thetimetothinkaboutwhatyou’redoing,youwon’tbeabletofinisheither.
TheIBhasthreesubdivisionstoself-management:organization(managingtimeandtasks
effectively),affectiveskills(managingyourstateofmind),andreflection(consideringthe
processoflearning;choosingandusingATLskills).
AfewwaysyoucanPROVEthatyoudidsomeorganizationalskillsisasfollows:
• keepanorganizedprocessjournalandaddtoitregularly
• maintainyourresearch
• haveadetailedplanforthecompletionoftheprojectfromearlyon
• meetyourdeadlines
• setagoalandsticktoit
• selecttechnologyeffectivelyandproductively.
AfewwaysyoucanPROVEthatyoudidsomeaffectiveskillsisasfollows:
• demonstrateperseveranceandpersistence–keepgoingwhenthereisaproblemor
confusion
• practicepositive-thinking
• beself-motivatedanalyzecausesofafailureandworktogetaroundtheproblem
• beresilient–whenyoucomeacrossmistakes,failures,disappointment,change,KEEPGOING
• bemindful,whenyougetdistractedtrytoregainyourfocus.
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AfewwaysyoucanPROVEthatyoudidsomereflectionskillsisasfollows:
• developnewskills,techniquesorstrategiesforeffectivelearning
• identifystrengthsandweaknessesofpersonallearningstrategies(self-assessment)
• trynewATLskillsandevaluatetheireffectiveness
• considerincreasedknowledgeandunderstandingrelatingtotheprojecttopic
• considerATLskillsdevelopment
• consideryourdevelopmentasalearner.
EXAMPLESOFTHESEKINDSOFACTIVITIESSHOULDALLBEINYOURPROCESSJOURNAL.
RECORDBOTHTHEPOSITIVEANDNEGATIVERESULTS.
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WorktheProject:COMMUNICATE&BESOCIAL
ThissectionaddressesCriterionC,Strandiii:
demonstratecommunicationandsocialskills
YoucandemonstrateyourATLskillsincommunicationbyexchangingthoughts,messagesand
informationeffectivelythroughinteractionaswellasbyreading,writingandusinglanguageto
gatherandcommunicateinformation.Youcanshowhowwellyouemployedyoursocialand
collaborationskillsbyworkingeffectivelywithothers.
AfewwaysyoucandemonstrateyourcommunicationskillsIFYOURECORDTHEMINYOUR
PROCESSJOURNALareasfollows:
• communicate with experts and record how their advice informed the creation of your
product/outcome
• communicate with your supervisor and record how their feedback informed the completion of
your personal project
• give and receive feedback from people other than your supervisor
• use appropriate speaking and writing techniques for dealing with different audiences
• negotiate ideas and knowledge with peers, teachers or others (possibly as part of research)
• collaborate and share ideas (may be part of the product)
• make inferences and draw conclusions (this also shows critical and creative thinking)
• write for different purposes
• paraphrase and take effective notes (this also shows information literacy and organization)
• organize and depict information logically
• structure information in the written report.
AfewwaysyoucandemonstrateyourcollaborationskillsIFYOURECORDTHEMINYOUR
PROCESSJOURNALareasfollows:
• demonstrate empathy.
• help others to succeed.
• take responsibility for one’s own actions.
• listen actively to perspectives and ideas of others.
• give and receive meaningful feedback.
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WorktheProject:EVALUATETHEPRODUCT/OUTCOME
ThissectionaddressesCriterionD,Strandi:
evaluatethequalityoftheproduct/outcomeagainstyourcriteria
Itisimportanttotakethetimetoevaluateyourfinaloutcome.Youmustusethecriteriayoucreated
backinthefall.Usethecriteriatoevaluateyourworkobjectively.Itisnotenoughtosay“Ilikeit.I
workedhard.”Or“Ihateit,thereisonelittlemistake.”Usingthecriteriawillhelpyoutoremain
neutralwhenyoulookatyourworkandnotgettoofaroutoflineonewayortheother.
PleasecompletetheforminAPPENDIXEtoevaluateyourproduct/outcome.Youwillthenusetheinformationinthisformwhentypingupyourreport,andspecificallyinthe“Reflection”
section(ObjectiveD).
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WorktheProject:REFLECTONWHATYOULEARNEDABOUTYOURPROJECT&GLOBALCONTEXT
ThissectionaddressesCriterionD,Strandii:
reflectonhowcompletingtheprojecthasextendedyourknowledgeandunderstandingofthe
topicandtheglobalcontext
Answerthefollowingquestionsinyourprocessjournal:
Whatwasyourglobalcontext?
Whatwasyourareasofexploration?
Whydidyouchoosethese?
Howdidtheyguideyourwork?
Whatdidyoulearnaboutthem?
Whatdidyoulearnaboutthetopicofyourproject?
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WorktheProject:DEVELOPASANIBLEARNER
ThissectionaddressesCriterionD,Strandiii:
reflectonyourdevelopmentasanIBlearnerthroughtheproject
ThinkoftheIBleanerprofileaspects.Atwhatpointsdidyouseeanyofthesecharacteristics?
Didyouusemorethanoneoftheseprofilesinthesamesituation?
Principled
RiskTaker
Inquirer
Caring
Knowledgeable
Thinker
OpenMinded
Communicator
Reflective
Balanced
Whatdidyoulearnaboutyourselfbydoingthisproject?
Canthatberelatedbacktoanaspectofthelearnerprofile?
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ComposetheReport
Whenyouaredonewithyourproduct,orhaveachievedyouroutcome,youhavetocomposea
finalreportdescribingyourproject,howyoucompletedit,andwhatyoulearned.Thisreport
cantakeseveraldifferentforms.Itcanbeatraditional,typedpaper.Youmayalsowanttomake
avideooraudiorecording.Thewordandtimelimitsforthedifferentkindsofreportsarelisted
below.
Table9:PersonalProjectReportFormats
Format Length
Written 1,500–3,500words
Electronic(website,blog,slideshow) 1,500–3,500words
Oral(podcast,radiobroadcast) 13–15minutes
Visual(film) 13–15minutes
Itisalsopossibletomixthetypeofmediayouuseforyourfinalreport.Ifyouwanttomix
recordingsandtraditionalwrittenreportstyles,youshouldrefertothetablebelowtoseehow
longyourmixedrecordingandwordcountshouldbe.
Table10:LengthRequirementsforMultimediaReports
Time(AudioorAudio-VisualRecording)
WordLimit
3minutes AND 1,200–2,800words
6minutes AND 900–2,100words
9minutes AND 600–1,400words
12minutes AND 300–700words
Yourentireproject(finalproduct/outcome,processjournalandreport)willbeassessedusing
thefourpersonalprojectassessmentcriteria.Thesearenottobeconfusedwiththecriteriathat
youcreatedtoevaluateyourproject.TherubricscanbefoundinAPPENDIXFofthisguide.
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ComposetheReport:REPORTFORMATTherearecertainsectionsthatyouneedtoincludeinyourfinalreport,whichareasfollows:
• TitlePage
• TableofContents
• Body
- A:Investigating
- B:Planning
- C:TakingAction
- D:Reflection
• Bibliography
• Appendices(ProcessJournalExcerpts)
• AcademicHonestyForm(availableinAPPENDIXAofthisguide)
Itislikelythatyourfinalsubmissionwillcontainseveraldifferentkindsofmedia.Evenifyou
typeyourfinalreport,yourprocessjournalmayhavebeenrecordedorvideoed.Ifthatisthe
case,youshouldstillsubmittheexcerptstoprovethestatementsyoumakeinthereport.If
yourreportisrecorded,youmuststillincludeabibliographyofsourcesandcitetheworkof
otherauthorswhenappropriate.
Ifyourreportisrecordedinsomeway,makesurethatitisveryclearwhenyoumovefromone
sectiontoanother.Ifyouaredoingavideorecording,thiscouldbeaccomplishedbyholdingup
asignwhenyoumovetoanewsection.Ifyouaredoinganaudiorecording,itisimportantthat
youstateveryclearlywhenyouaremovingontoanewsection.
WhicheverformatofreportyouchoosemustincludeSEPARATESECTIONSforInvestigating,
Planning,TakingActionandReflection.Ifthereportistyped,itismerelynecessarytolabelthe
newsectionwiththeappropriatename.
Itisimportantthatyouaddresseachstrandinthecriteriatobeabletoachievethehighest
scorepossible.Pages48–51ofthisguidecontaincheckliststomakesurethateverysection
thatyoucomposecontainseverythingyoumustincludeineachsection.Eachchecklistis
followedbyadditionaladviceforimprovingthatsectionofthereport.
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Thetitlepagemustincludethefollowing:
• StudentName
• TitleoftheProject(Createacatchytitle!)
• WordCount
• SchoolName
• Date
Thebodyofthereportmustusethefollowingheadlines:
• Investigating
• Planning
• TakingAction
• Reflecting
Tohelpyouwithgatheringthecontentofeachofthesectionsinyourbody,answerthe
questionsonp.39–47ofthisguide.Usetheanswerstothesequestionswhentypingyour
personalprojectreport.
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ComposetheReport:PERSONALPROJECTREPORTOUTLINE
INVESTIGATINGWhatisyourtopicandwhydoesitinterestyou?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Whatpersonalconnectionsdoyouhavewiththetopicandyourproject?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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Whichglobalcontextdidyouchoose?Whywasthatparticularglobalcontextappropriatefor
yourproject?
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Whatpriorlearningandsubject-specificknowledgedidyouhavewhenyoustartedtheproject?
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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Whatdidyouneedtoknowbeforeyoucouldbeginyourproject?Whatbackgroundinformation
didyougain?(Usecitationstoincludeinformationfromyouresearch.)
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
Whatinformationdidyoulearnasyouworkedthroughtheproject?Howdidyougainthe
necessaryinformationanduseittomakedecisionsforyourproject?(Citethespecific
informationandbesuretoincludeitinyourbibliography).
______________________________________________________________________________________________________________
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Whatisthegoaloftheproject?Whatdidyousetouttoaccomplish?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
PLANNINGWhatproduct/outcomedidyousetouttocreate?
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Whatspecificationsdidyoucreateforyourproduct/outcome?
• __________________________________________________________________________________________________________
• __________________________________________________________________________________________________________
• __________________________________________________________________________________________________________
• __________________________________________________________________________________________________________
• __________________________________________________________________________________________________________
• __________________________________________________________________________________________________________
• __________________________________________________________________________________________________________
• __________________________________________________________________________________________________________
• __________________________________________________________________________________________________________
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Whatplanofactiondidyoucreatetocompleteyourproject?(Listoutyoursteps!)
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Howdidyourecordyourprogressandstayontrack?
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Whatself-managementskillsdidyouuse?Howdidyouorganizeyourproject?Yourresearch?
______________________________________________________________________________________________________________
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Howdidyoumonitoryourprogressaccordingtoyourtimelineandmeetyourdeadline?
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TAKINGACTIONWhatproduct/outcomedidyouactuallyaccomplish?
______________________________________________________________________________________________________________
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Howdoesyourproduct/outcomerelatetoyourgoal,theglobalcontext,andyourinterests?
______________________________________________________________________________________________________________
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Howdidyoudemonstratethinkingskills?
______________________________________________________________________________________________________________
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Whatproblemsorchallengesdidyouencounterandhowdidyousolvethem?
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
Howdidyouuseanddevelopcommunicationandsocialskills?
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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Howdidyoucommunicatewithyoursupervisor?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Howdidyourworkwithothers(i.e.theschool,yourparents,communityresources,your
friends,etc.)toaccomplishyourgoal?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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REFLECTINGDescribehowyoumeteachofthespecificationsyoudesignedforyourproject.
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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Howdoyouevaluatethequalityoftheproduct/outcomeagainsteachofthecriteriayou
created?
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Howcouldyouhaveimprovedyourproduct/outcome?
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______________________________________________________________________________________________________________
Howhascompletingtheprojectextendedyourknowledgeandunderstandingofthetopicand
oftheglobalcontext?
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______________________________________________________________________________________________________________
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HowhaveyoudevelopedasanIBlearnerbycompletingtheproject?
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Howhascompletingtheprojectchangedyou?
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
IncludeyourbiographyinMLAformat.
Includeanyitemsforyourappendix.
Whatadditionalinformationisusefulforyourreadertoknowandsupportyourproject?
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ComposetheReport:PERSONALPROJECTREPORTCHECKLIST
Section1:ObjectiveA–InvestigatingThisisyourintroduction.Youstartedtheprojectbyinvestigating,butyoumayhavefollowedtheinquirycycle(inquiry,action,reflection)morethanonceinordertostrengthen,extendorrefineyourinquiry.
Defineacleargoalandglobalcontextfortheproject,basedonpersonalinterests
¨ Igivetheprecisemeaningofthegoalofmyproject;IexplainwhatIwantedtoachieve;where,how,andwhyIwantedtoachieveit.”
¨ Idefinetheglobalcontextthatappliesbesttomyprojectandexplainitsconnection.
¨ Idescribewhatmakesmyprojectpersonal:theexperiences,interest,andideasthatmakeitimportanttome.
¨ IfImadechangestomygoalduringtheproject,IexplainthechangesandwhyImadethem.
Identifypriorlearningandsubject-specificknowledgerelevanttotheproject.
¨ IidentifywhatIalreadyknewaboutthistopic/projectandthesourcesofmyknowledge.
¨ IidentifywhatIlearnedinMYPsubjectgroupsbeforetheprojectstarted,andhowthiswashelpful.
Demonstrateresearchskills¨ IoutlinetheresearchskillsIhadwhenIstartedtheproject.¨ IdiscusstheresearchskillsIdevelopedthroughtheproject.¨ IexplainhowImayhavesharedmyresearchskillstohelpers
whoneededmorepractice.
HowtoachievethehighestlevelsinCriterionA:
• Thegoalmustbeveryclearlystated.Thisisbestdoneinitsownparagraph,nothiddeninthe
middleofone.Youcantalkabouttheevolutionofyourgoalbutmakesurethatthepersonreading
yourreportisnothuntingaroundtryingtofindtheactualgoal.
• “Define”meanstogivetheprecisemeaningofsomethingsomakesurethegoalcontains
clarifyingstatementsifanythingisunclear.
• Explainwhythisprojectis‘highlychallenging’foryou.
• Explainwhyyouchosethisproject.Wheredoesyourpersonalinterestcomefrom?Whyisit
importanttoyou?
• Talkabouttheglobalcontextinthispartofyourreport.Howdoesitguideyourresearchand
investigationinameaningfulway?Whydidyouchoosetofocusyourreportthisway?
• Youneedtobeverydetailedandspecificaboutwhatyoualreadyknowabouteveryaspectof
yourproposedgoal.Giveexamplestohelp.Itneedstobeclearthatyourideastemsfrompersonal
interest,butalsothatthereissomeroomforgrowthintermsofyourunderstandingofthetopic.
• Inordertodemonstrateresearchskillsyouneedto:
- haveacompletebibliographythatshowsyouhaveusedawidevarietyofsources
- havein-textreferenceswhereappropriate
- writeadetailedevaluationofsomeofthesourcesyouused.
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Section2:ObjectiveB–PlanningThisincludesalltheworkyoudidtoplanandorganizeyourprojecttowardsaproduct/outcome.
Developcriteriafortheproduct/outcome¨ IrefertothecriteriaIdevelopedtoevaluatetheproject
product/outcome.¨ IfImadechangestomycriteriaduringtheproject,Iexplain
thechangesandwhyImadethem.
Planandrecordthedevelopmentprocessoftheproject
¨ Iprovideevidenceofmyplanningthroughtimelines,milestonesorothertools/strategies.
¨ Ipresentarecordofhowtoprojectprogressedfromstarttofinish.
Demonstrateself-managementskills
¨ Ioutlinetheself-managementskillsIhadwhenIstartedtheproject.
¨ Idiscusstheself-managementskillsIdevelopedthroughtheproject.
¨ IexplainhowImayhavesharedmyselfmanagementskillstohelppeerswhoneededmorepractice.
HowtoachievethehighestlevelsinCriterionB:
• Thecriteriawillbeusedtoself-assesstheextenttowhichyouachievedyourgoallaterinthe
project.Theyshouldthereforereflectalltheelementsofthegoal.Itisbesttotakesomeadvice
fromareal-lifeexperttodecidewhatan‘excellent’outcomeorproductshouldbe.
• Thecriteriacanbewritteninlistform,orbetterstillasarubric.
• Iftheprojecthasmorethan1aspecttothegoal(forexampletolearnsomethingandthento
perform),theremaybeseparatecriteriafortheparts.
• Theplanshouldhavebeendevisedatthestartoftheprocessandshouldincludeinformation
aboutanychangesthatwerenecessaryalongtheway,withreasoning.Thiscanthenalsobeused
asevidenceofyourself-managementskillsinafewsentencesinthebodyofyourreport,or
includedasanextractintheappendices.
• Youcanachieveahighlevelforyourself-managementskillsbyreflectinghonestlyonyour
abilitytomanageyourself–notjustbymeetingallthedeadlines.Itdoesnotmatterifyourplan
changes–theimportantthingistoreflectconciselyonwhyitchangedandhowyouusedyour
self-managementskillstoadjustyourplanning.
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Section3:ObjectiveC–TakingActionThisisthemain“doing”partofyourproject–theactionpartoftheinquirycycle–wheretheproduct/outcomeisdevelopedandcompleted.
Createaproduct/outcomeinresponsetothegoal,context,andcriteria
¨ Idiscusstheproduct/outcomeastheresultoftheprocessundertakenduringtheproject.
¨ IcheckthatIhaveincludedevidenceofmyproducttobesubmittedwithmyreport.
Demonstratethinkingskills¨ IoutlinethethinkingskillsIhadwhenIstartedtheproject.¨ IdiscussthethinkingskillsIdevelopedthroughtheproject.¨ IexplainhowImayhavesharedmythinkingskillstohelp
peerswhoneededmorepractice.
Demonstratecommunicationandsocialskills
¨ IoutlinethecommunicationandsocialskillsIhadwhenIstartedtheproject.
¨ IdiscussthecommunicationandsocialskillsIdevelopedthroughtheproject.
¨ IexplainhowImayhavesharedmycommunicationandsocialskillstohelppeerswhoneededmorepractice.
HowtoachievethehighestlevelsinCriterionC:
• Youmustputevidenceofyourproductoroutcomeinyourreport(orappendices).
• Youdonotneedtowriteadetailedassessmentofitsqualityagainstyourassessmentcriteriayet–
thatisinthenextsection.Butyoumightwanttomakeastatementaboutyouroverallfeelingin
relationtoitsquality.Areyoupleasedwithhowitturnedout?Whatmightyoudodifferentlyif
youdiditagain?
• Evaluateyourthinkingskillsdirectly–writeafewparagraphsgivingexamplesofwhenyou
demonstratedexcellentthinkingskills.Putadditionalevidenceintheappendicesifnecessary(but
refertoitinthebodyofthereport).
• Evaluateyourcommunicationandsocialskillsdirectly-writeafewparagraphsgivingexamples
ofwhenyoudemonstratedexcellentcommunicationandsocialskills.Putadditionalevidencein
theappendicesifnecessary(butrefertoitinthebodyofthereport).
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Section4:ObjectiveD–ReflectingThisisthepointwhenyoulookbackovertheprojectandevaluateyourdevelopment.Youmayhavereflectedduringtheprocessoftheprojectandyoucanrefertothisheretoo.
Evaluatethequalityoftheproduct/outcomeagainsttheircriteria
¨ Ievaluatetheproduct/outcomeagainstthecriteriaIdesigned.
¨ Iidentifythestrengths,weaknesses,andpossibleimprovementsoftheproduct/outcome.
Reflectonhowcompletingtheprojecthasextendedtheirknowledgeandunderstandingofthetopicandtheglobalcontext
¨ IidentifychallengesandsolutionsIdevelopedtomeetthem.¨ Idemonstrateadeeperknowledgeandunderstandingofmy
topicandmyidentifiedglobalcontext.¨ Ibasemyreflectiononevidence,includingmyprocess
journal.
ReflectontheirdevelopmentasIBlearnersthroughtheproject
¨ IidentifyhowIhavedevelopedasalearner(usingtheIBlearnerprofileasappropriate).
¨ Idiscussmystrengthsandweaknessesincompletingtheproject.
¨ Isummarizetheimpacttheprojectcouldhaveonmyfuturelearning.
HowtoachievethehighestlevelsinCriterionD:
• Useyourownassessmentcriteria(rubric)andbehonestabouttheextenttowhichyouachieved
eachofthestrands.Giveadetailedexplanationofeachandreflecthonestlyonyourproduct.This
criterionmeasuresyourabilitytoEVALUATEinanunbiasedmanner—notjustifythegradeyou
wouldliketoscore.
• Includeevidencefromothersaboutthequalityofyourproduct/outcomeifyoucan.Didyoudoa
surveyoratesttofindoutwhatpeoplethought?
• Reflectbackonyourpreviousknowledgeanddescribeandexplainhowyourknowledgeand
understandingofthetopicyouresearchedhasdeepened.Whatdidyouthinkthenandwhatdo
youthinknow.Whyhasitchanged?
• Reflectontheglobalcontext.Towhatextentdoyouhaveadeeperappreciationofitnow?How
diditshapeyourproject?
• Reflectonyourpersonaldevelopment.Whathaveyoulearntaboutyourself?
• ItisVITALthatyougivespecificexamplesandevidencewherepossibletobackupor
demonstratepointsthatyouaremaking.
• Makethissectiondetailed,thoughtful,reflectiveandspecific–withoutgettingflowery.
• Usetheappendicestoshowspecificevidence.
• Refertotheappendicesinthebodyofthereport.
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APPENDIXA–ACADEMICHONESTYFORM
MYPPERSONALPROJECTACADEMICHONESTYFORM
MYP projects academic honesty form
MYP Community project/MYP Personal project(Delete as appropriate)
Student name
Student number
School name
School number
Supervisor name
Student: This document records your progress and the nature of your discussions with your supervisor. You should aim to see your supervisor at least three times: at the start of the process to discuss your initial ideas, then once you have completed a significant amount of your project, and finally once your completed report/presentation has been submitted.
Supervisor: You are asked to have at least three supervision sessions with students, one at the start of the process, an interim meeting and then the final meeting. Other sessions are permitted but do not need to be recorded on this sheet. After each session, students should make a summary of what was discussed and you should sign and date these comments.
Date Main points discussed Signature/initials
Meeting 1 Student:
Supervisor:
Meeting 2 Student:
Supervisor:
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MYP projects academic honesty form
Meeting 3 Student:
Supervisor:
Supervisor comment
Student declaration
I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials).
Supervisor declaration
I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.
Student’s signature Date
Supervisor’s signature Date
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APPENDIXB–BLANKPROCESSJOURNALENTRYUsethefollowingtemplatetocompleteyourprocessjournalentries.Thistemplateisoptional.Youcan
useANYFORMATthatissuitabletoyouaslongasyouincludealltheinformationmentionedinthisform.
Therearenumeroussamplesonlineofdifferentjournalentrytemplates.
PROCESSJOURNALENTRY
Date:
ATLSkillCategoriesAddressedinthisEntry
IBLearnerProfileAspectsAddressedinthisEntry
Communication¨ Communication
SkillsSocial
¨ SocialSkillsSelf-Management
¨ OrganizationSkills
¨ AffectiveSkills¨ ReflectionSkills
Research¨ Information
LiteracySkills¨ MediaLiteracy
SkillsThinking
¨ CriticalThinkingSkills
¨ CreativeThinkingSkills
¨ TransferSkills
¨ Principled¨ Reflective¨ Inquirer¨ Caring¨ Knowledgeable
¨ Thinker¨ Open-Minded¨ Communicator¨ Risk-Taker¨ Balanced
Notes/Work:ExplainhowthisentryrelatestotheATLskillsandIBlearnerprofileaspectsyoucheckedatthetop.GlobalContextReflection:QuestionstoFollowUpOn:EvaluatingSources:
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APPENDIXC–EVALUATINGSOURCESUsethistabletoevaluateyoursources.
SourceDetailsIncludewhateverbibliographicdetailsyouwillneedforthefinalpaper.
Notes SourceEvaluationRefertotheexplanationofeachdescriptoronp.23ofthisguide.
Authority:Accuracy:Objectivity:Currency:
Authority:Accuracy:Objectivity:Currency:
Authority:Accuracy:Objectivity:Currency:
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APPENDIXD–INTERVIEWINGFORMUsethisformtomakesurethatyoukeepyourinterviewfocusedandkeepalloftheinformationthat
youneedforyourpersonalproject.
Time: Date: Venue:
IntervieweesListthename,qualification,andpositioninorganization
Question Notes
Question Notes
Question Notes
Question Notes
Question Notes
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APPENDIXE–EVALUATIONOFTHEPRODUCT/OUTCOMEFORMUsethisformtoassessyourprojectaccordingtothecriteriayoudeveloped.Theinformationyou
mentioninthisformshouldbeincludedintheReflectionsection(ObjectiveD)ofyourreport.
MYPPERSONALPROJECTSELF-EVALUATIONOFTHEPRODUCT/OUTCOME
Student’sName:____________________________________ Supervisor’sName:____________________________________
TitleoftheProject:_______________________________________________________________________________________________
CriteriaoftheProductListthecriteriayouidentifiedinthebeginningofyourprojectthatdescribeyourproduct/outcome.Youshouldhave4to8criteria.Assessyourproduct/outcomeusingthisformandincludeitinyourprocessjournal.
Criterion NotMet
PartiallyMet
MostlyMet
FullyMet
Justification:
Criterion NotMet
PartiallyMet
MostlyMet
FullyMet
Justification:
Criterion NotMet
PartiallyMet
MostlyMet
FullyMet
Justification:
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APPENDIXF–ASSESSMENTCRITERIACriterionA:InvestigatingMaximum:8Inthepersonalproject,studentsshouldbeableto:i. defineacleargoalandaglobalcontextforthe
project,basedonpersonalinterestsii. identifypriorlearningandsubject-specific
knowledgerelevanttotheprojectiii. demonstrateresearchskills.Achievement
Level LevelDescriptor
0Thestudentdoesnotachieveastandarddescribedbyanyofthedescriptorsbelow.
1–2
Thestudent:i. statesagoalandaglobalcontext
fortheproject,basedonpersonalinterests,butthismaybelimitedindepthoraccessibility
ii. identifiespriorlearningandsubject-specificknowledge,butthismaybelimitedinoccurrenceorrelevance
iii. demonstrateslimitedresearchskills.
3–4
Thestudent:i. outlinesabasicandappropriate
goalandaglobalcontextfortheproject,basedonpersonalinterests
ii. identifiesbasicpriorlearningandsubject-specificknowledgerelevanttosomeareasoftheproject
iii. demonstratesadequateresearchskills.
5–6
Thestudent:i. developsaclearandchallenging
goalandaglobalcontextfortheproject,basedonpersonalinterests
ii. identifiespriorlearningandsubject-specificknowledgegenerallyrelevanttotheproject
iii. demonstratessubstantialresearchskills.
7–8
Thestudent:i. developsaclearandhighly
challenginggoalandaglobalcontextfortheproject,basedonpersonalinterests
ii. identifiespriorlearningandsubject-specificknowledgethatisconsistentlyhighlyrelevanttotheproject
iii. demonstratesexcellentresearchskills.
CriterionB:PlanningMaximum:8Inthepersonalproject,studentsshouldbeableto:i. developcriteriafortheproduct/outcomeii. planandrecordthedevelopmentprocessofthe
projectiii. demonstrateself-managementskills.Achievement
Level LevelDescriptor
0Thestudentdoesnotachieveastandarddescribedbyanyofthedescriptorsbelow.
1–2
Thestudent:i. developslimitedcriteriaforthe
product/outcomeii. presentsalimitedorpartialplan
andrecordofthedevelopmentprocessoftheproject
iii. demonstrateslimitedself-managementskills.
3–4
Thestudent:i. developsadequatecriteriaforthe
product/outcomeii. presentsanadequateplanand
recordofthedevelopmentprocessoftheproject
iii. demonstratesadequateself-managementskills.
5–6
Thestudent:i. developssubstantialand
appropriatecriteriafortheproduct/outcome
ii. presentsasubstantialplanandrecordofthedevelopmentprocessoftheproject
iii. demonstratessubstantialself-managementskills.
7–8
Thestudent:i. developsrigorouscriteriaforthe
product/outcomeii. presentsadetailedandaccurate
planandrecordofthedevelopmentprocessoftheproject
iii. demonstratesexcellentself-managementskills.
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CriterionC:TakingActionMaximum:8Inthepersonalproject,studentsshouldbeableto:i. createaproduct/outcomeinresponsetothegoal,
globalcontextandcriteriaii. demonstratethinkingskillsiii. demonstratecommunicationandsocialskills.Achievement
Level LevelDescriptor
0Thestudentdoesnotachieveastandarddescribedbyanyofthedescriptorsbelow.
1–2
Thestudent:i. createsalimitedproduct/outcomein
responsetothegoal,globalcontextandcriteria
ii. demonstrateslimitedthinkingskillsiii. demonstrateslimitedcommunication
andsocialskills.
3–4
Thestudent:i. createsabasicproduct/outcomein
responsetothegoal,globalcontextandcriteria
ii. demonstratesadequatethinkingskillsiii. demonstratesadequatecommunication
andsocialskills.
5–6
Thestudent:i. createsasubstantialproduct/outcome
inresponsetothegoal,globalcontextandcriteria
ii. demonstratessubstantialthinkingskills
iii. demonstratessubstantialcommunicationandsocialskills.
7–8
Thestudent:i. createsanexcellentproduct/outcome
inresponsetothegoal,globalcontextandcriteria
ii. demonstratesexcellentthinkingskillsiii. demonstratesexcellentcommunication
andsocialskills.
CriterionD:ReflectingMaximum:8Inthepersonalproject,studentsshouldbeableto:i. evaluatethequalityoftheproduct/successofthe
outcomeagainsttheircriteriaii. reflectonhowcompletingtheprojecthasextended
theirknowledgeandunderstandingofthetopicandtheglobalcontext
iii. reflectontheirdevelopmentasIBlearnersthroughtheproject.
Achievement
Level LevelDescriptor
0Thestudentdoesnotachieveastandarddescribedbyanyofthedescriptorsbelow.
1–2
Thestudent:i. presentsalimitedevaluationofthe
qualityoftheproduct/successoftheoutcomeagainsthisorhercriteria
ii. presentslimitedreflectiononhowcompletingtheprojecthasextendedhisorherknowledgeandunderstandingofthetopicandtheglobalcontext
iii. presentslimitedreflectiononhisorherdevelopmentasanIBlearnerthroughtheproject.
3–4
Thestudent:i. presentsabasicevaluationofthequality
oftheproduct/successoftheoutcomeagainsthisorhercriteria
ii. presentsadequatereflectiononhowcompletingtheprojecthasextendedhisorherknowledgeandunderstandingofthetopicandtheglobalcontext
iii. presentsadequatereflectiononhisorherdevelopmentasanIBlearnerthroughtheproject.
5–6
Thestudenti. presentsasubstantialevaluationofthe
qualityoftheproduct/successoftheoutcomeagainsthisorhercriteria
ii. presentssubstantialreflectiononhowcompletingtheprojecthasextendedhisorherknowledgeandunderstandingofthetopicandtheglobalcontext
iii. presentssubstantialreflectiononhisorherdevelopmentasanIBlearnerthroughtheproject.
7–8
Thestudent:i. presentsanexcellentevaluationofthe
qualityoftheproduct/successoftheoutcomeagainsthisorhercriteria
ii. presentsexcellentreflectiononhowcompletingtheprojecthasextendedhisorherknowledgeandunderstandingofthetopicandtheglobalcontext
iii. presentsexcellentreflectiononhisorherdevelopmentasanIBlearnerthroughtheproject.
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APPENDIXG–REFERENCINGGUIDEIntroductionYouwillneedtoknowhowtoreferenceyourworkcorrectlyforclassassignments,foryourpersonalproject,yourextendedessay,andotherresearchessays.Inthisguide,youwillfindexamplesofcorrectwaysofreferencing.Intheacademicworld,therearedifferentwaysofreferencinganditcanbeconfusingtoknowwhatisandwhatisnotacceptable.Thisiswhywewantyoutostartoutwithonewaythatisdefinitelycorrect.Whatisreferencing?Wheneveryouhavetoprepareanessay,reportorpresentationthatinvolvesresearch,youwillinevitablyreadtheideas and opinions of other people. If you then use those ideas in your ownwork, youmust acknowledge thepeoplewhose ideasyouhaveusedor theplacesyouhavegot the ideas from.This iscalledreferencingorcitingyoursources.Whatshouldyoureference?Youshouldreferencethefollowing:• directquotations• paraphrasedtext• images,charts,graphs,tablesortexttakenfromsomeoneelse• informationthatisnotgeneralknowledge• opinionsthatarenotyoursHowshouldyoureference?Referencingshouldfollowclearrulessothatanypersonreadingyourworkcanlookatthesourcesofyourideas.Thereareseveralsystemsthatarerecognizedworldwide.AtFIS,wehavedecidedtoadopttheModernLanguageAssociation(MLA).Howwillyourtextlookwithcitationsinit?Ifyourtextincludesquotations,maps,charts,tables,diagrams,picturesormusicorparaphrasedtext,youneedtoincludeanin-textcitationorparentheticalreferenceasshownbelow.ExamplesofDirectQuotations:Jeansays:“I’mtiredofallthis,I’mgoingtobed.”(Strindberg132).
Explanation:“Strindberg”istheauthor,“132”isthepagenumberofthebook.
InMissJulie,StrindbergletsJeancomplain:“I’mtiredofallthis,I’mgoingtobed.”(132).Explanation:“Strindberg”istheauthor;heisnotmentionedinparenthesis(brackets)becauseheismentionedinthesentencebeforethequote.“132”isthepagenumberofthebook.
Someexpertsinsist:“Manyinvestorsstillbearscarsfromtheirforayintotechstocksinthelate'90s.”(Goldberg).
Explanation:“Goldberg”istheauthorofthisquotation,whichhasbeentakenfromawebsite.Thereisnopagenumbersinceitisawebsite.DonotusetheURL!
ExamplesofParaphrasedText:Although1848wasayearofrevolutionsinwhichgovernmentsalloverEuropeweretoppling,inEnglandthreestudentsstartedarevolutioninartthatwastoreverberatethroughtherestofthecentury(Wood9).
Explanation:“Wood”istheauthor,“9”isthepagenumberofthebook.
AccordingtoHawking,IsaacNewtonwasnotapleasantman.Mostofhisadultlifewasspentembroiledindisputeswithotherscientists(199).
Explanation:“Hawking”istheauthor;heisnotmentionedinparenthesis(brackets)becauseheismentionedinthesentence.“199”isthepagenumberofthebook.
Despitethefactthatbluewhaleshavebeenprotectedbyinternationalagreementsince1965,theirnumbershavedwindledremarkably(SavetheWhales).
Explanation:SavetheWhalesisthetitleofthecompletewebsiteinitalics.Thenameoftheauthorisnotlistedonthewebsite.Therefore,youputthefirstelementlistedinthebibliography,whichisthetitlebecausetheparaphrasedtextreferstothewholewebsiteratherthanjustasinglewebpage.Thereisnopagenumbersinceitisawebsite.DonotusetheURLforin-textcitations!
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ExampleofaTable:ThetableisprecededbythewordTableandanumber.ThecitationisprecededbythewordSourceandisincludedunderneaththetable.Allothertypesofillustrations(images,charts,diagrams,maps)shouldbelabeledFig.(abbreviationforfigure)plusanumberfollowedbyafullcitationandplacedunderneath.Remember:Youdonotneedtorepeatthisinformationinthebibliography!
ExampleofanOnlineImage:IfyouarecitinganimagefoundinGoogleImagesoranyotherimageretrievalservice,becertaintocitetheimageinitsoriginalcontext.DonotprovidetheURLoftheenlargedimage–youmustusetheURLofthepagewheretheimagewasoriginallyshown.• Imagecreator'slastname,firstname,ifavailable,orpageauthor'snameifavailable,followedbyaperiodanda
space• MANDATORY:Titleofimagefollowedbyaperiod,inquotationmarks.Ifnotitle,describebrieflywithin
quotationmarks• MANDATORY:Descriptiveword(digitalimage,photograph,map,cartoon,etc.)followedbyaperiodandaspace• Websitetitleinitalics,followedbyaperiodandaspace• Websitepublication(orcopyrightorrevision)dateinDDMOYYYYformatfollowedbyaperiodandaspace• MANDATORY:Web.(toindicatethatitisawebsite)• MANDATORY:DateimagewasviewedinDDMOYYYYformatfollowedbyaperiodandspace• MANDATORY:Webaddressinanglebrackets,followedbyaperiod
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Whatwillyourbibliographypagelooklike?Your bibliography should come at the end of yourpersonal project but before the appendices, if you have any.Beginthelistonanewpage.Double-spacebetweenthetitleandthefirstentry.Begineachentryflushwiththeleftmargin. If an entry runs tomore than one line, indent the subsequent line(s) about 1 cm from the leftmargin.Double-spacebetweenentries.Continuethelistonasmanypagesasnecessary.(Gibaldi117,118)Entriesshouldbeinalphabeticalorderbytheauthor’slastname.Ifthereisnoauthor,usethenextelementinthecitation,thetitle,toalphabetize.Thebibliographylistsallsourcestogether.Thereisnoneedtoseparatewebsitesfrombooksorarticles.Example:
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Howdoyoulisttheinformationfordifferentsources?FormatforInformationfromOnlineSources(Websites)General:Author’sLastname,Firstname.“TitleofWebpage.”TitleofCompleteWebsite.Webpageorrevision
date.Web.Dateofaccess.<completeURL>.Ifthereisnoauthor,startwiththetitleofthewebpage.Ifyoucan’tdecidewhatthetitleis,copytheinformationfromthetopofthebrowser’swindow,butnottheURL.Examples:“CitationStyleGuides.”ConcordiaUniversityLibraries.September2001.Web.11Dec.2009.
<http://library.concordia.ca/services/citations.html>.Walker,JaniceR.“ACWStyleSheet.”TheColumbiaGuidetoOnlineStyle.1997.Web.
11Dec.2009.<http://www.cas.isf.edu/english/walker/mla.html>.
FormatforBooksGeneralAuthor’sLastname,Firstname.TitleoftheBook.WherePublished:Publisher,Yearpublished.Print.Ifthereisnoauthor,startwiththetitleofthebook.Donotuse“Authorunknown.”Examples:Bober,Natalie.CountdowntoIndependence:aRevolutionofIdeasinEnglandandherAmerican
Colonies,1760-1776.NewYork:AtheneumBooks,2001.Print.McGranahan,Gordon,etal.TheCitizensatRisk.London:EarthscanPublications,2001.Print. FormatforPeriodical(MagazineorNewspaper)ArticlesGeneral:Author’sLastname,Firstname.“TitleofArticle.”TitleofPeriodical.Volumenumberand/ordate:startpage-endpage.
Print.Examples:Lombardi,Chris.“ACourtforHumanRights.”Ms.Oct./Nov.2001:22-23.Print.“WeCanHandleIt.”Newsweek.3Dec.2001:24-27.Print.FormatforanInterviewGeneral:Lastnameofpersoninterviewed,Firstname.Typeofinterview.Dateofinterview.Mediumofpublication.(Web,
television,DVDetc.)Therearevarioustypesofinterviews:onesconductedbyyou(personal,telephone,orE-mailinterview)oronesyouhaveheardonTV,radioorDVDasbonusmaterial,forexample.Exampleofaninterviewconductedbyyou(withRobertKingsley):Kingsley,Robert.Personalinterview.4December2009.Exampleofaninterviewwatchedontelevision(withFranzBaumgartner):Baumgartner,Franz.Interview.Newsweek.CNN.11Sept.2009.Television.
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FormatforaVideoRecording(FilmorVideoClip)General:Title.Director(“Dir.”)andtheleadactorsornarrator("Perf."or"Narr.").Distributor,Yearofthefilm'srelease.Mediumofpublication.(DVD,Blu-ray,Laserdisc)ORAuthorname/poster’susername.“TitleofVideo.”Onlinevideoclip.NameofWebsite.NameofWebsite’spublisher,dateposted.Web.Dateaccessed.(Youtubevideo)Examples:GEICOInsurance.“GEICOHumpDayCamelCommercial–HappierthanaCamelonWednesday.”Onlinevideoclip.YouTube.YouTube,22May2013.Web.18July2014.FindingNeverland.Dir.MarcForster.Perf.JohnnyDepp,KateWinslet,JulieChristie,RadhaMitchell,DustinHoffman.Miramax,2004.DVD.Wherecanyoucheckthatyouaredoingtherightthing?Consultthisclearandexpertwebsiteaboutpreventingplagiarismbycitingproperly:http://www.plagiarism.org/.AnexcellentsourceforwritingresearchpaperscanbefoundattheOnlineWritingLab(OWL)atPurdueUniversity:https://owl.english.purdue.edu/owl/section/2/11/.You may also consult EasyBib: http://www.easybib.com, which will guide you in putting your bibliographytogether,aswellasanswerquestionsaboutresearchandsources.SinceourschoolhasasubscriptiontoEasyBib,youcancreateyourpersonalaccountwhileusingschoolcomputers,whichyoucan thenaccess fromanywhere.Thisway you can take full advantage of EasyBib: you can use their tutorials, research help and access existingbibliographiesbyotherstudentsandofcourseyourownsavedbibliographies.ThisreferencingguidewascreatedbyMsI.Tomljanovich,Librarian,andMsH.Bergman,ATLCoordinator(MYP).TheInternationalSchoolofTheHague,March2016.
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APPENDIXH–SAMPLEOFAWELL-DEVELOPEDREPORT
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