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PersonalProject

Handbook

2015-2016

1. Introduction: What is the Personal Project?

Have you ever thought of designing your own pair shoes? Or writing a book or a play? Or creating a performance? Or designing a building? The Personal Project is your chance to work on something that you would like to do, and you will get help from teachers in guiding you along!

Your Personal Project is your way of showing the skills you have learned in the IB MYP over the years, both in your subjects and in approaches to learning.

You will need to do some thinking about the topic you want to work on and the product that you would like to make. Some possibilities you could consider are:

An original work of art (visual, dramatic, etc.) How can I challenge myself A written piece of work on a particular topic A piece of creative writing An original science experiment An invention or specially-designed object or

system The presentation of a business, management or

organizational plan, for instance for a new business, for a special event, for a new student organization, etc.

Your Personal Projects will be due in May of 2015. At that time an exhibition of the projects and a presentation will take place to which your parents and community members will be invited.

The Personal Project holds a place of special importance in the MYP. You will be working on it for an extended period of time. Probably it will be the first time you do a piece of independent work on such a scale. The grade you get for this project is important. For the MYP certificate that you will receive at the end of MYP Year 5, the Personal Project grade is worth just as much as your subject grades. This project is mandatory for all Year 5 (10th Grade) students.

2. IB MYP Scoring Criterion

MakeBeliefsComix.com © 2006 by Bill Zimmerman, Guarionex Press Ltd.

MYP PP HANDBOOK 2014-2015 2 Detroit Edison PSA—Early College of Excellence

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Criterion A: InvestigatingIn the personal project, students should:

define a clear goal and global context for the project, based on personal interests identify prior learning and subject-specific knowledge relevant to the project demonstrate research skills.

Criterion B: PlanningIn the personal project, students should:

develop criteria for the product/outcome plan and record the development process of the project demonstrate self-management skills.

Criterion C: Taking ActionIn the personal project, students should:

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

Criterion D: ReflectingIn the personal project, students should:

evaluate the quality of the product/outcome against their criteria reflect on how completing the project has extended their knowledge and understanding

of the topic and the global context reflect on their development as IB learners through the project.


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2.1 Mandatory RequirementsBefore you start thinking about what you want to do, it is a good idea to know exactly what is expected of you.

Your project must be “personal.”The project should allow you to express a truly personal message. It should be the result of your own initiative, your creativity and your ability to organize and create. The topic should reflect your special interests, hobbies, special abilities, or concerns about particular issues. The project should deal with a topic or area to which you are committed.

Your project must be focused on one of the six Global Contexts.It is important that the goal of your project focuses on one of the six Global Contexts. Obviously it is not enough to say “My project links to e.g. Globalization and Sustainability”. You need start your decision making process with the Global Context focus and then keep this in mind throughout your project, so that it is clear how much you thought about it and how it influenced how your project ends up.

Your project must be entirely your own work.Authenticity is very important. When you hand in the final report, you will be required to sign a statement stating that the Personal Project is your own work and also to submit it to turnitin.com. Your project will, of course, be based on research and here you must use correct in text referencing and acknowledgement of sources.

Your project may involve others (for example, if you are directing a play, organizing an event or starting a new organization). Remember however, that your own contribution must be central to the event, and clearly visible. It is your work that will be assessed.

Your project must be done over an “extended period of time.”In your work you need to show how your project developed along the way. You need time to reflect upon your work, analyze it and adjust it where necessary. You must not postpone it until the last minute. In this handbook you will find material to help you plan, also your supervisor will support you in this. The timeline on the last page of this handbook is very useful.

Your project must include a Project Report.Every project must include a written report in which you describe the process you went through, your findings, your reflections and observations.

You must keep and hand in a Process JournalThe process journal must include a record of everything you do during the time you work on the project. It is a very important part of the project. It must include everything from your first ideas on the report to resources you might want to use, to plans, to adjustments of your project: Anything that relates to your project.

The MYP Personal Project consists of three components:

Take a look at how the project and the grades will affect you.MYP PP HANDBOOK 2014-2015

4 Detroit Edison PSA—Early College of ExcellenceAPM 9/12/14

PP component How is it assessed Where it will be scored as a Test Grade

Process of developing the product/ outcome

Product/ outcome and report Individuals and Societies

(Humanities)

Process Journal Process Journal and a selection of extracts in appendices of the report

Sciences

Report The content of the report assessed using the four criteria

Language and Literature

3. Supervision

Supervisors for the Personal Project will be allocated after you have chosen your topics for the project. Your supervisor does not have to be an expert on what you want to do. He or she will advise you on the Personal Project process rather than on your actual chosen topic.

You must meet with your supervisor on a regular basis in order to make sure you complete the various stages of the project according to the deadlines that have been set.

It is important that you attend all meetings that you arrange with your supervisor and that you respect him or her by arriving at meetings on time with the necessary materials (process journal, this Handbook, any notes or other work that you have done and the relevant question sheets.

You are expected to take the responsibility for contacting your supervisor to set up appointments, even if you are behind with your work. Make sure you know your supervisor’s e-mail address and make sure you give him or her your e-mail address – one you check regularly. Important note: This is YOUR project and not your supervisors. You and you alone will get the grade.

In your Process Journal you reflect on your communication and collaboration with your supervisor.

4. Choosing a Topic and Global Context

Some things to keep in mind when choosing a topic:


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Look for long-term interest.Choose something that is of long-term interest to you, not something you might find boring by next month or that will be out of fashion by that time. Remember that you will be working on this project for about nine months!

Ask yourself where your personal interest lies.Think about why a topic interests you. What has created your interest in this topic? What is it you want to find out? How does the topic relate to you personally?

Discuss your ideas with others.By talking to others, both inside and outside of school, you can get a clearer view of what is actually interesting to you: what do you want to find out?

Focus upon a question, a challenge or a problem and this will be your goal!Question:

How can I find out if I really am a direct descendent of my ancestors? Are tattoos fashion elements or expressions of personality amongst teenagers?

Challenges: How can I organize a fund raising event at school? How can I make a working model of a hovercraft?

Problems: How can plastic we use at school be recycled? How can you prevent teenagers from starting to smoke?

Make sure your project (topic, goal) is original and challenging

Your topic should be something you really want to explore. You want to be able to reflect and analyse, express a personal point of view. Make sure your topic does not lead you to simply summarize a lot of information. It must be a project that challenges you to do new things, make steps that you probably would not have done if there were no Personal Project

You should develop a goal that you can accomplish, and which challenges your knowledge, skills or techniques in an appropriate way. Goals should be achievable based on the time and resources available.

Deciding whether a project is realistic or unrealistic for a student will be based on discussions between the student and the supervisor. The student’s individual strengths and weaknesses need to be considered alongside his or her specific interests and prior knowledge.

The table below illustrates some examples of challenging and highly challenging personal project goals.

Challenging goal Highly challenging goalA student documents his or her self-taught skills of A student documents his or her MYP PP HANDBOOK 2014-2015


photography. neighbourhood through a photography exhibition.

A student creates a durable bag using second-hand materials.

A student creates a range of bags using second-hand materials to exhibit at the local arts centre.

A student writes an article on a topic of interest for a journal (school/academic/special interest) and submits it to an audience.

A student writes and publishes an original book-length feature on a topic of interest.

Focus on one Global Context

Your Personal Project must demonstrate your understanding of the Global context of your choice. Therefore, you must make sure that your topic, question, challenge or problem will allow you to focus through one of the Global Context.

In your Personal Project you must identify one of these Global Contexts, to establish the relevance of your inquiry: Why does it matter?

The Global Context that you choose should influence your thinking throughout the process and its effects must be clearly visible in your final project.

Identifying the global context for the project The global context provides a context for inquiry and research for the project. Only one Global context is to be chosen, the focus on this context will give the opportunities on a specific focus to the project. It can help you to stay on track!

“Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadcast context for learning. The MYP Personal Project can develop meaningful exploration of:”

IBO statement: PP guide

Identities and relationship Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalisation and sustainability Fairness and development

In your Personal Project you must identify one of these Global Contexts, to establish the relevance of your inquiry: why it matters?


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Global context Examples of personal Projects

Identities and relationships

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

• Two sides of social networking; an awareness campaign about digital citizenship and cyber bullying• How online identities impact offline relationships; a research essay• Keeping culinary traditions; a video series following family recipes with historical relevance• The effect of mass media on teenage identity; a short film

Orientation in space and time

Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local

• The Euclidean space perspective of the universe; a 3D model• Explorers in search of a new world; immigration over the ages through visual texts• The Mayflower and the dream of religious freedom; a personal family history• Charting a family history through

Personal and cultural expression

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

• Video games as a form of cultural expression; a short film using five video games that shows how they are an expression of our culture• The art of Manga in Japanese culture; a Japanese anime and a survey of the understanding of my peers• Culture and self-expression through dance

Scientific and technical innovation

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

• Nano fibers build stronger bikes; a prototype bike with nano fibers• What’s the matter with the anti-matter?; an informational talk• Why are genetics and genomics important to my health?; a media presentation• Can stem cells replace organ transplants?; an investigative report


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Globalization and sustainability

Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

• The struggle for water in developing countries; an awareness campaign• The impact of the financial crises of Europe and the European Economic Community on the United States; a visual presentation• Education as the tool to change the future of Peru; a workshop for adults• The role of the developing countries in protecting the tropical rain forest; a collection of slides

Fairness and development

Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities

• Supporting fair trade: Cocoa trade in Ghana; an awareness campaign for our school restaurant/cafeteria to promote fair trade• Open-market economies and their role in fair trade; a talk for students• Exploring the intersections of race and inequality; a radio broadcast• Asylum seekers and their right to live like us; a painting

´The global context helps the student engage in a cycle of inquiry and a process that leads him or her from academic knowledge to thoughtful, principled action´ IBO statement: PP guide

The Global Context are central to the Personal Project and you must carefully consider all of them when you define your final Topic and goal and product/outcome.

You focus on ONE Global Context only and remember that the point is not just to establish a link to a context, but to use the Global Context to guide your whole project. Your project report will have to reflect that you really understand the global context that you have chosen to focus on and that this context has actually played a role in the process that has occurred.

SUMMARY:

The Global Context is the starting point for the Personal Project.

The form and topic of your chosen project should be directly inspired by issues or experiences directly linked to the Global Context.

Your Personal Project must be the evidence to show that you fully understand the chosen Global Context.


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Example: the goal may be to design a personal fitness programme to prepare for a half-marathon. The project is aiming to increase fitness through a training schedule, with the outcome of demonstrating increased fitness by successfully running a half-marathon. The criteria might include a proposed running schedule with interim projected running times, and the final running time the student hopes to achieve in the half-marathon. The outcome might be documented through a fitness chart, diary entries, running times and a series of photos of the actual marathon.

You must keep your chosen Global Context in mind throughout the Personal Project process. It should help you choose a direction for your project and keep you moving in that direction.

Decide on the product outcome

Now is the time to make a final choice for what you will end up with – your outcome or product. Your personal projects must involve doing research of some sort, build up background knowledge before working on a product. Much of that research will not end up in your Project Report, and will contribute to your thinking about the answer(s) to your goal. The product/outcome might be an original work of art, a model, a business plan, a campaign, a blueprint or architectural drawing, an essay, a course of study, a debate, a film or some other work.

You must define realistic criteria to measure the quality of the project’s final outcome or product.

You document the criteria in your process journal and use them to assess the final outcome or product.

Start keeping a PROCESS JOURNALThe process journal is a very important and essential part of the project. It should include everything from your first ideas on the project, to resources you might want to use, to plans, to adjustments of your project. You should note what goes well, what goes wrong and anything else. You can put sketches, pictures, things you cut out from newspapers or magazines into it: anything that relates to the development of your project.

Completing any type of project is not usually a simple process: it may be messy and involve changes in your plans. These should be dated, documented and described in your process journal. MYP PP HANDBOOK 2014-2015


The Process Journal might include:

Mind Maps Bullet lists Charts Notes Short paragraphs Timelines Annotated illustrations Pictures

Students must show evidence, of regular use of the process journal weekly. The process journal MUST include a time plan from the moment you start the process. This time plan may change, and may speed up or slow down, and you can always make changes and adjustments, however this must be in place for your entire project!

Remember that you must: demonstrate organizational skills showing time- and self-management.

The process journal is … The process journal isn’t …

begun at the very start of the process and used throughout the process

a place for planning a place for recording interactions with

sources, for example, teachers, supervisors,

written up after the process has been completed

additional work on top of the project; it is part of and supports the project


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external contributors a place for storing useful information—

quotes, pictures, ideas a means of exploring ideas a place for reflection on stages of the

project 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 when receiving

formative feedback used by the student to produce the project

report.

a diary with detailed writing about what was done

a static document with only one format.

5. Approaches to Learning

Keep in mind that the aim of the project is not just to display knowledge; you must also apply methods and techniques you have developed through Approaches to Learning and demonstrate your experience and understanding of Approaches to Learning. This reflect in the Process Journal and in the Process Report

ATL skills provide a solid foundation for learning independently and with others, demonstrating learning, and reflecting on the process of learning.

Table below shows possible alignment between ATL skills and project objectives; however, it is important to realize that ATL skills work in articulation across all stages of MYP projects, sustaining and often overlapping throughout the projects.

Personal Project objectives MYP ATL skill clusters

Affec

tive

skill

s:Objective A: Investigatingi. Define a clear goal and context for the project, based on personal interests

CollaborationCritical thinkingCreative thinking


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Mindfulness

, perseveran

ce, emotional

manageme

nt, self-

motivation and

resilience

ii. Identify prior learning and subject-specific knowledge relevant to the projectiii. Demonstrate research skills

Information literacyMedia literacyTransfer

Objective B: Planningi. Develop criteria for the product/outcome Collaboration

OrganizationCritical thinkingCreative thinking

ii. Plan and record the development process of the projectiii. Demonstrate self-management skills

CollaborationOrganizationReflection

Objective C: Taking actioni. Create a product/outcome in response to the goal, context and criteria.

OrganizationCritical thinkingCreative thinking

ii. Demonstrate thinking skillsiii. Demonstrate communication and social skills

CommunicationCollaborationCritical thinkingCreative thinkingTransfer

Objective D: Reflectingi. Evaluate the quality of the product/outcome against their criteriaii. Reflect on how completing the project has extended their knowledge and understanding of the topic and the global contextiii. Reflect on their development as IB learners through the project

CommunicationReflection

AtL skills and Project Objectives

6. IB Learner profile

As the IB states: Using the IBO-learner profile makes you aware of your learning strategies.

IB learner profile“The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. “MYP PP HANDBOOK 2014-2015


IB learners strive to be:INQUIRERSWe nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.KNOWLEDGEABLEWe develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.THINKERSWe use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.COMMUNICATORSWe express ourselves confidently and creatively in more than one language and in many ways. We collaborate e-actively, listening carefully to the perspectives of other individuals and groups.PRINCIPLEDWe act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.OPEN-MINDEDWe critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.CARINGWe show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.RISK-TAKERWe approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.BALANCEDWe understand the importance of balancing di-erent aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.REFLECTIVEWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

“The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global

communities. “ IBO statement: PP guide

7. Your Project

Start:FIRST INVESTIGATION PHASE September-November 2015


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Remember there are lots of types of sources besides the internet. If you have a discussion about your project with your cousin’s stepbrother’s best friend’s ex-boss, that’s a source, and should be noted in your process journal and

listed in your bibliography.

In this phase you make a choice of a topic, decide on the Global Context, what product/outcome, set your goal and define your criteria (specifications).

You cannot do all this without more knowledge than you have at this moment. That means that your investigations starts here. This is where you start researching and gathering appropriate information to be able to formulate the answers to the questions below.

Start the Investigation: This first investigation is essential (the base) to make your Design Cycle. Here you describe the goal/ product/ outcome and how you want to achieve this goal. In short, make an outline of the main ideas and questions challenge or problem you will be addressing. Important is that you think about sources where you can get the information you need. The following questions may help you:

What do I need to know/learn in order to carry out my project?

Who has information on my topic?

Where do I find the necessary material?

Do I have to carry out my own experiments?

Do I need to do a questionnaire or survey?

Do I need to go to visit a library?

Do I need to visit museums?

Do I need to interview people?

First list as many sources as you can think of; then determine which ones will be most useful and relevant to you. Consider in which order you will start looking for sources and start gathering material.

Collecting and selecting resourcesBe sure to collect all material and note down information in your process journal about any sources you use. Don’t wait until the end of the project to list your sources; write them down as you go along. At the same time make a comment about each source which answers these questions:

How useful was the source: was it helpful in your progress? If so, how? If not, why not?

(Don’t be afraid to say that a source was not helpful at all! It happens!)

Has the source made you do something differently or start a new idea? If so, why and how?

Remember that sources are not just websites and books; people, exhibits, or whatever you used for inspiration are also sources. Every time you interview someone or get advice from someone, make sure to note down the place and date for your bibliography.


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In your report you will have to show that you have evaluated your sources as to their use in your process and also that you have interpreted the information you got from your sources. By thinking about this information, you have identified questions and issues for their project and solved the problems you come across.

Make your criteria (specifications)Together with the choice of topic, the goal, the Global Context, the criteria (specifications) relate very strongly to Criterion B: ‘Planning’. Here you create your criteria (specifications) and in Criteria C “Taking Action” you evaluate the outcome/ product against the criteria (specifications.).

HINT: Check the criteria NOW – know what you are expected to produce, and discuss your criteria (specifications) with your supervisor at the beginning and end of the process.

9. Timeline for your Personal Project 2015 - 2016

MONTH ACTIVITYFIRST

RESEARCH

Design Cycle Component: Investigate/Plan

Introduction Workshop: Introduction to the personal project

Remember to keep the goal and Global Context of your project in mind. This will help you to select what is useful and relevant. The final bibliography in your report should only include the sources you have actually used.


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September/November2015

Start thinking about topics and goals Decide on topic Develop goal Begin Design Cycle Meet Advisor Create schedule Receive Question Sheet 1: part 1:Topic and Goal (product)

Process Journal– to be kept throughout the project! Until MayChoose a topic, develop a goal, get approved

Progress Check

Week of:______________________________________

December2015

Design Cycle Component: Design

Guiding Questions

Progress Check: 2Week of: _______________________________________

Carry out investigations as plannedJanuary 2016

Meeting #1: Meet with your supervisor

by January 16 th , 2015 Supervisor:

Discuss your Project: Is it clear what you want and how you plan to achieve that? (topic, goal, GC, product/outcome, criteria, planning?)

Discuss specifications Discuss planning and deadlines Clarify your own planning and deadlines Discuss process journal and planning

Advisory: Discuss use of sources (plagiarism and how to keep track of sources)


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FINAL DECISION TIME

February2015

Meeting #2: Meet with supervisor byFebruary 13th, 2015

Supervisor: Discuss Final Specifications Discuss process journal Decide on next steps Review product progress

Advisory:Discuss documenting for research using the Design Cycle

March2015

Meeting # 3: Meet with Supervisor by

March 13th, 2014Supervisor:

Review Process Journal Advise on written essay organization Review product progress

Meeting # 4: Meet with Supervisor byMarch 27th, 2014Supervisor:

Review Draft of written essay Review product progress

April2015

Meeting # 5: Meet with Supervisor by

April 24th, 2015

Supervisor: Review final draft of paper Review Process Journal completion Review and pre-score final product

Advisor: Review speaking and presentation expectations


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May2015

Present Personal Projects

Project Adjudication/TBA

Family Exhibition Night/TBA

Appendix A: IBMYP Assessment Criteria for the Personal Project


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General

The following assessment criteria have been established by the IBO for the personal project in the MYP. The final assessment required for IBO-validated grades and IBO certification at the end of the MYP must be based on these assessment criteria.

Criterion A Investigating Maximum level: 8Criterion B Planning Maximum level: 8Criterion C Taking action Maximum level: 8Criterion D

Reflecting Maximum level: 8

The assessment criteria descriptors appear on the following pages.

For each assessment criterion, a number of descriptors, describing a range of achievement levels, are defined.

The criteria are equally weighted. The descriptors concentrate on positive achievement, although for the lower levels failure

to achieve may be included in the description.

Passing the Personal Project is an essential requirement for the MYP certificate. It is a

requirement to pass the year.

MYP personal projects must address all strands of all four assessment criteria.

In the MYP, objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0–8), divided into four bands that generally represent limited (1-2), adequate (3–4), substantial (5–6) and excellent (7–8) performance. Each band has its own unique descriptor, which teachers use to make “best-fit” judgments about students’ progress and achievement.

And now, the CRITERIA – look at these throughout the process, keep yourself on the right track!


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Criterion A: Investigating

Maximum level: 8

In the personal project, students should:

i. idefine a clear goal and global context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the projectiii. demonstrate research skills.

Level of Achievement

Descriptor

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

1-2 The student is able to:

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

ii identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance

iii demonstrate limited research skills.


i. outline a basic and appropriate goal and context for the project, based on personal interests

ii. identify basic prior learning and subject-specific knowledge relevant to some areas of the project

iii. demonstrate adequate research skills.


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

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

iii. demonstrate substantial research skills.


i. define a clear and highly challenging goal and context for the project, based on personal interests

ii. identify prior learning and subject-specific knowledge that is consistently highly


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relevant to the project

iii. demonstrate excellent research skills.

Criterion B: Planning

Maximum level: 4


i. develop criteria for the product/outcome ii. plan and record the development process of the projectiii. demonstrate self-management skills.


Descriptor

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


i. develop limited criteria for the product/outcome

ii. present a limited or partial plan and record of the development process of the project

iii. demonstrate limited self-management skills.3-4 The student is able to:

i. develop adequate criteria for the product/outcome

ii. present an adequate plan and record of the development process of the project

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

i. develop substantial and appropriate criteria for the product/outcome

ii. present a substantial plan and record of the development process of the project

iii. demonstrate substantial self-management skills.MYP PP HANDBOOK 2014-2015



i. develop rigorous criteria for the product/outcome

ii. present a detailed and accurate plan and record of the development process of the project

iii. demonstrate excellent self-management skills.

Criterion C: Taking action

Maximum level: 4


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


Descriptor



i. create a limited product/outcome in response to the goal, global context and criteria

ii. demonstrate limited thinking skills

iii. demonstrate limited communication and social skills.3-4 The student is able to:

i. create a basic product/outcome in response to the goal, global context and criteria

ii. demonstrate adequate thinking skills

iii. demonstrate adequate communication and social skills.5-6 The student is able to:

i. create a substantial product/outcome in response to the goal, global context MYP PP HANDBOOK 2014-2015


and criteria

ii. demonstrate substantial thinking skills

iii. demonstrate substantial communication and social skills.7-8 The student is able to:

i. create an excellent product/outcome in response to the goal, global context and criteria

ii. demonstrate excellent thinking skills

iii. demonstrate excellent communication and social skills.

Criterion D: Reflecting Maximum level: 4In the personal project, students should:

i. evaluate the quality of the product/outcome against their criteria ii. reflect on how completing the project has extended their knowledge and understanding of the topic and the global contextiii. reflect on their development as IB learners through the project.


Descriptor



i. present a limited evaluation of the quality of the product/outcome against his or her criteria

ii. present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii. present limited reflection on his or her development as an IB learner through the project.


i. present a basic evaluation of the quality of the product/outcome against his or her criteria

ii. present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii. present adequate reflection on his or her development as an IB learner through the MYP PP HANDBOOK 2014-2015


project.5-6 The student is able to:

i. present a substantial evaluation of the quality of the product/outcome against his or her criteria

ii. present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii. present substantial reflection on his or her development as an IB learner through the project.


i. present an excellent evaluation of the quality of the product/outcome against his or her criteria

ii. present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii. present excellent reflection on his or her development as an IB learner through the project.

First Choice

TOPICGOAL

PRODUCT/ OUTCOMEGlobal Context

This info is used to allocate the supervisors.


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Complete the box below.

All sheets will be part of your Process Journal

Name: * _____________________________________________________________

Class: * _____________________________________________________________

Topic: * _____________________________________________________________

Goal: * _____________________________________________________________

Product/ outcome: ________________________________________________

Global Context: ____________________________________________

*must be completed


APM 9/12/14

DEPSA ECE PERSONAL PROJECT TIMELINE 2014-2015STEPS WHEN WHATIntroduction

Investigate

October 2014 * Introduction* Start Process Journal* Choose topic, goal, Global Context* Start first research* Supervisors assigned

Final Choices November 2014 * First research should be done by now.* Supervisor meeting #1* Work on your Process Journal

* Supervisor meeting #2* Make final decisions TOPIC, GOAL, Global Context, PRODUCT/ OUTCOME* define your Criteria (specifications)

Create

December 2014 * Work on product* Keep up with your Process Journal

January 2015 * Supervisor meeting #3 Question Sheet #3* Keep working on product and PJ* Assembly: Assessment

Project Report

February 2015 * Product due Question Sheet #4* Supervisor meeting #4* Start writing Structured Writing*Rough draft due (first version)) 1 December* Supervisor meeting #5

March 2015 * Project-Report Final draft due* Assembly: feedback on final drafts* Supervisor meeting #6 (last option for a meeting)

Discuss final draft Discuss Process Journal: Criterions A discussed with Supervisor (Mandatory!!!!!)

* Rewrite/improve Project-report

Finishing UpEvaluate Product

April 2015 Finishing Up

Presentation/ adjudication and Exhibit

May 2015 * Hand in: Product, Project-report, Process journal* The Personal Project Presentations and Exhibition

Documents

Personal Project Handbook 2011 - Weeblyeveryoneisalearner.weebly.com/.../9/5/15950430/depsaecepphandbook… · Web viewHow can I make a working model of a hovercraft? ... how local