Personal Projectinternet.savannah.chatham.k12.ga.us/schools/wfhs/IB/Lists...2 Hello Windsor Forest Parents, As many of you know, Windsor Forest High School is authorized as an International

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Personal Project

STUDENT Handbook

Getting Ready for the MYP Personal Project

2017 - 2018

Windsor Forest High School

Modified from The Dwight School Personal Project Student Handbook

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Hello Windsor Forest Parents,

As many of you know, Windsor Forest High School is authorized as an International

Baccalaureate (IB) World School offering the Middle Years Programme (MYP) for the 9

through 10 grades and the Career Pathways (CP) or Diploma Programme (DP) for 11

through 12 grades. Because of this exceptional opportunity to gain a global education, we

do have a few obligations that need to be met with this international community (IBO).

The incoming 10th graders that have been on an honors pathway during their 9th grade

year will be required to complete the personal project in the 10th grade. The IB staff has

worked diligently to write a guide to accompany our honors students as they approach

this journey into researching a topic of their own that interests them and exploring it in

detail as he/she enters into the CP or DP Programme in the 11th and 12th grades.

Ms. Campbell, Ms. Dobbins, and Ms. Ranous are set to answer questions for parents and

students to help clarify any questions that you may have regarding the project.

The goal for this project is to allow students an opportunity to explore how they learn

and how knowledge can be transformed into something exceptional. This project is solely

to be completed outside of school with around 20 hours of work. Students will have check

in dates along with grades for the project on due dates. Please review the handout that

we are sending home with your students.

Best Regards,

Ms. Campbell MAED

MYP Coordinator

US History and Government

Windsor Forest High School

[email protected]

mailto:[email protected]

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Table of Contents

Aims and Objectives of Personal Project………………………………………4

What is The Personal Project……………………………………………………5

The Product……………………………………………………………………….6-8

The Process Journal……………………………………………………………9-12

Approaches to Learning………………………………………………………13-15

The Report………………………………………………………………………16-17

Global Context………………………………………………………………….18-19

Grading the Personal Project………………………………………………...20-23

Personal Project Checklist……………………………………………………24-26

Project Choice Submission Sheet………………………………………………..27

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Personal Project Aims and Objectives

The aims of the MYP projects are to encourage and enable you to:

participate in a sustained, self-directed inquiry within a global context

generate creative new insights and develop deeper understandings through

in-depth investigation

demonstrate the skills, attitudes and knowledge required to complete a

project over an extended period of time

communicate effectively in a variety of situations

demonstrate responsible action through, or as a result of, learning

appreciate the process of learning and take pride in their accomplishments.

Objective A: Investigating

Students should:

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

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

iii. Demonstrate research skills.

Objective B: Planning

Students should:

i. develop criteria for the product/outcome

ii. Plan and record the development process of the project

iii. Demonstrate self-management skills.

Objective C: Taking action

Students should:

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

ii. Demonstrate thinking skills

iii. Demonstrate communication and social skills.

Objective D: Reflecting

Students should:

i. evaluate the quality of the product/outcome against their criteria

ii. Reflect on how completing the project has extended their knowledge and

understanding of the topic and the global context

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

Preparation: The MYP Personal Project is designed to help prepare you for the rigor

involved in the Diploma Program.

Self-Learning: It is also designed to help you explore how you learn and how you can

apply your knowledge to something you enjoy.

Self-Directed Inquiry: By connecting you to something you show interest in, the personal

project allows you to explore ideas and concepts and take the act of learning upon yourself.

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What is the Personal Project?

The MYP Personal Project consists of three components.

Project Component Explanation

Product

The tangible product that is

created by the student.

Process Journal

An ongoing journal that outlines

the goals, objectives, sources,

and overall process you use to

complete your project.

Report

A record of your decisions and

reflection on the process and

outcome of the project.

+ +

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The Product

The product can take many different creative forms. It can be:

an original work of art: painting, sculpture, movie, or music

an original science experiment

a piece of literary fiction, collection of short stories, poetry, novella, or

play

an invention or specially-designed object

the presentation of a developed business, management, or

organizational plan for a company, concept, or community organization

a web-page, video, or multi-media presentation

a written piece of work on a special topic: literacy, social, psychological,

or

anthropological

any other reasonable idea

DON’T GO FOR WHAT YOU THINK IS THE EASY OPTION – It may

not be!

You must have photographic or video evidence that show all aspects of

your planning.

If you receive professional tutoring, this MUST be recorded and

referenced in your report and bibliography.

You will need to make a BIG commitment and spend MANY hours

working on your project, combined with the extra hours needed to

write your report on it after.

IF YOUR PRODUCT CANNOT BE AUTHENTICATED, IT

WILL NOT BE GRADED.

Your Process Journal will be an important detail with regard to the

authenticity of your work, as well as what is provided in the photographic or

video evidence of your planning.

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The Product Continued….

Can I do a project with my friend?

Personal projects are developed and completed by individual students, but

they may involve group work (for example, a performed play or the cultural

fair).

More Product Ideas

• Writing a book

• Writing a poem

• Writing a script

• Writing a song

• Developing a marketing campaign to

address a Teen Issue, like teen

pregnancy

• Training a pet

• Composing a song

• Building something - like a guitar,

furniture, etc.

• Developing a plan for a solar powered

car

• Learning how to play an instrument

• Learning to play a sport

• Using physics to perfect a sport (a pool

shot, a hockey shot, a free-throw, etc.)

• Developing a new strategy for chess,

poker or another game

• Starting a business

• Developing a recipe

• Designing and making jewelry

• Producing and directing a movie

• Producing and directing a music video

• Producing and directing an exercise

video

• Demonstrating how to do something

• Doing a research/lab report for an

original scientific idea

• Drawing a mural

• Throwing pottery

• Going on an archeological dig

• Researching your genealogy

• Debating

• Building a proposal/plan

• Forming a club

• Raising money for charity

• Inventing something

• Developing a speech

• Conducting an experiment

• Performing (dance, music, comedy)

• Providing a photo essay

• Building a model

• Developing your own video game

• Creating an e-commerce website

• Creating a blog

• Creating software programs

• Developing a business plan

• Designing clothes

• Remodeling using eco-friendly material

• Launching a Recycling Program

• Learning a foreign language

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The Product Continued….

Creating criteria for the product/outcome

As part of the goal, students must determine a final product/outcome of their project. 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. Students must define realistic criteria to measure the quality of the project’s

final outcome or product. Working with their supervisor, students decide what

constitutes a high-quality product/outcome. Some appropriate tools for setting standards

and assessing quality include checklists or rubrics. Students document the criteria in

their process journal and use them to assess the final outcome or product. For example,

the goal may be to design a personal fitness program 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.

Usually, students will not be able to define the criteria until they have spent some time

researching the goal, and criteria should only be determined once students have a clear

understanding of what they want to achieve and the proposed product/outcome of their

project.

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The Process Journal

Why?

You are required to maintain a Process Journal because it will help you

organize your thoughts, remember your process and achievements, and be a

place to keep a list of resources. It will be the most important resource to

help you successfully write your Report.

When?

Each time that you work on the Personal Project, you should spend the last

five or ten minutes writing in your Process Journal. You must bring your

Process Journal to each meeting you have with your Supervisor.

The Process Journal should be divided into the following sections using

labeled tabs:

Goals and Planning

Resources and Collection of Information

Work in Progress

Reflection – (Reflection is one of the most important components of

the Personal project. Reflection is where you really take to heart what

you have accomplished and learned throughout the process. Be sure to

express this in detail. Discuss what problems you had and solved and

how you made your project successful.)

It is…. Begun at the very start of the process and used throughout the process

A place for planning

A place for recording interactions with sources

A place for storing useful information

A means of exploring ideas

A place for reflection on stages of the project

A place for evaluating work

A place for reflecting on learning

Devise by you to suit your needs

Used by you to receive formative feedback from your Supervisor

Used by you to produce the Report

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The Process Journal Continued…

What do I write in my Process Journal?

1. Goals and Planning Entries

a. A list of possible topics with notes about choosing them

b. Address the global context of your product

c. Notes for initial Personal Project Proposal

d. Plan of Action

i. How will I get this done?

ii. What material will I need?

iii. What resources do I need (books, internet, newspaper,

magazine, people?)

iv. Where will I find the materials and resources I need?

e. Statement of Goals

i. What do I envision my finished project to look like?

ii. What are the options to present my work?

iii. What materials and resources will I need?

f. Calendars, timelines, schedules, planners….

g. Weekly to-do lists, goals questions for Supervisor, checklists…

h. Proof of Plan:

i. Did I follow my plan?

ii. Did I stick with my plan?

iii. Do I have proof that I followed my plan?

iv. How can I prove that I set goals and planned my project

over time?

2. Collection of Information and Research Entries

a. Research notes (identified properly with page numbers)

b. Interview notes (identified properly with time, date, place)

c. Highlighted information specifically used in project

d. Bibliography in MLA format

NOTE: THE PROJECTS WILL BE UPLOADED TO IB. THERE IS STRICT LAW AND

POLICY AGAINST PLAGIARISM. IT WILL NOT BE TOLERATED.

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1. Work in Progress Entries

a. These entries should include any and all pieces of the final

product that you work on throughout the process. These entries

should include (but are not limited by):

i. Sketches, outlines, storyboards, models, blueprints….

ii. All project revisions and edits done by you, y our peers,

your supervisor…..

2. Reflection Entries

a. Your entries will focus on:

i. The process and goals

1. Some things that went well this week were…..

2. Some things that did not go well this week were….

3. In order to fix what went wrong, I need to…..

ii. The information discovered:

1. I was surprised by…..because….

iii. Self-discovery and change

1. I am starting to think differently about…

2. This project changed me as a person, citizen, and/or

student because….

iv. The choices made throughout the project:

1. I have decided to….but some alternatives I considered

are….

v. Meetings with Supervisor:

1. Today’s meeting was useful because…

2. My work with my supervisor could improve if

he/she….

vi. Self as researcher, writer, creator, and learner:

1. What am I learning about myself as a student?

2. How do I learn best?

3. How do I write best?

4. What have I found to be the best ways to edit and

revise my writing?

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5. Am I organized?

6. Am I committed?

7. Am I independent? Why or Why not?

8. How can I become more organized, committed, and

independent?

i. The Global Context:

1. How is the Global Context present?

2. Have I kept at the forefront throughout this process?

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The Report

A report is a spoken or written account of something observed, heard, done

or investigated. A report aims to inform, as clearly and succinctly as

possible. The MYP personal project report demonstrates a student’s

engagement with his or her personal project by summarizing the

experiences and skills recorded in the process journal.

The report should be presented in identifiable sections, following the MYP

project objectives below. The report must include evidence for all the

strands of all criteria.

Investigating

Planning

Taking action

Reflecting

The format of the report for the personal project can vary depending on the

resources available and the interests of the students. Students should take

into consideration learning preferences, personal strengths and available

resources when deciding on the best format for the report. The ability to

communicate clearly and concisely is essential to demonstrate the elements

of the report and reach the highest levels of the criteria.

The student’s supervisor is responsible for providing guidance on the format

of the report. Possible formats for the MYP personal project report are

divided into four areas: written, electronic, oral, or visual.

Format Length

Electronic (Website, blog,

slideshow; Paper)

1500-3500 Words

Oral (podcast, radio

broadcast, recorded)

13-15 Minutes

Visual (Film) 13-15 Minutes

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The Report Continued….

For students submitting multimedia reports comprising both written and

audio/visual formats, the maximum number of words and time of

audio/visual presentations correlate in the manner shown in the table below.

Time (audio or audio-

visual recording)

Word Limit

3 Minutes And 1200-2800 Words




As the report is a component of the MYP personal project, students should

plan their time carefully.

Planning, drafting, rehearsing and preparing materials are all necessary

steps, and students should be aware of the amount of time required to

complete the report. Students should be careful to ensure that their report is

a distinct component of the MYP personal project and is not a collection of

process journal entries.

If a personal project involves group work, each individual student must

create his or her own report clearly demonstrating his or her contribution in

all stages of the personal project. Further, each student must maintain his

or her own process journal.

When submitting the report for assessment, students must include:

The personal project coversheet

The completed academic honesty form

Process journal extracts

Any supporting visual aids used during the presentation, if applicable

Bibliography/sources

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The Global Context

Identifying the Global Context for the Project

The global context chosen by the student provides a context for inquiry and

research for the project.

Students choose only one global context to define their goal. In most cases

other global contexts may inform the project or offer other perspectives, but

the focus on one context will present opportunities that emerge through

(self-imposed) limitations and give a specific focus to the project.

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 and global

perspectives.

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

archives and a representational statue

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

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understanding of my peers

Culture and self-expression through

dance at the local community arts

center; a performance

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 fibres build stronger bikes; a

prototype bike with nano fibres

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

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; peace and

conflict resolution.

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

Assessing the Personal Project

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Assessment for the MYP personal project is criterion-related, based on four equally

weighted assessment criteria.

Criterion A Investigating Maximum 8

Criterion B Planning Maximum 8

Criterion C Taking Action Maximum 8

Criterion D Reflecting Maximum 8

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.

Criterion A: Investigating

Maximum: 8

In the personal project, students should:

o define a clear goal and global context for the project, based on personal

interests

o identify prior learning and subject-specific knowledge relevant to the project

o Demonstrate research skills.

Achievement

Level

Level Descriptor

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

1-2 The student is able to:

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

depth or accessibility

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

or relevance

iii. 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 relevant

to the project

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iii. Demonstrate excellent research skills.

Criterion B: Planning

Maximum: 8


o develop criteria for the product/outcome

o plan and record the development process of the project

o Demonstrate self-management skills.

Achievement

Level

Level Descriptor



iv. i. develop limited criteria for the product/outcome

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

vi. iii. demonstrate limited self-management skills


ii. develop adequate criterial for the product outcome

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

iii. Demonstrate adequate self-management skills.


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

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

iii. Demonstrate substantial self-management skills.


i. develop a rigorous criteria for the product/outcome

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

iii. demonstrate excellent self-management skills

Criterion C: Taking Action

Maximum: 8


o create a product/outcome in response to the goal, global context and criteria

o demonstrate thinking skills

o Demonstrate communication and social skills.

Achievement

Level

Level Descriptor



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

ii. demonstrate limited thinking skills

vii. iii. demonstrate limited communication and social skills


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

ii. demonstrate adequate thinking skills

iii. demonstrate adequate communication and social skills


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

ii. demonstrate substantial thinking skills

iii. demonstrate substantial communication and social skills


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

ii. demonstrate excellent thinking skills

iv. iii. demonstrate excellent communication and social skills

Criterion D: Reflecting

Maximum: 8


o evaluate the quality of the product/outcome against their criteria

o reflect on how completing the project has extended their knowledge and

understanding of the topic and the global context

o Reflect on their development as IB learners through the project.

Achievement

Level

Level 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


iii. Present adequate reflection on his or her development as an IB learner through the project.


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


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

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Assessing the Personal Project

Continued…

You can earn up to 32 points based on the 4 criteria. Your score will be determined based

on the table below. To be awarded a certificate of completion in the IB MYP, you must

receive a score of 4 or better on your personal project.

Personal Project Rubric

Score

IB Grade Percentage

32 – 28 7 95-100

27 – 24 6 90-95

23 – 19 5 80-89

18 – 15 4 70-79

14 – 10 3 60-69

9 – 6 2 50-59

5 – 1 1 0

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Personal Project Checklist

Student: ___________________________________________________________________________

Faculty Supervisor: _____________________________________________________________________

Additional Mentor (if any): _________________________________________________________

Regular meeting time with supervisor: Day:__________ Period/Time: __________

The table below is for MANDATORY meetings with your supervisor, which YOU SHOULD

INITIATE. You are required to bring your Process Journal to each meeting to have it checked and

signed by your supervisor.

Due Date Required Task(s) Update/Comments Supervisor

Signature

Meeting to Discuss

Personal Project and its

Requirements

TOPIC SUBMISSION

Must Submit Process

Journal for 1st Review –

Should show how you

came to the topic you

chose. (List of options

and final decision and

reason)

2nd Process Journal

Check

Must have outline of

Goals for Project in

Process Journal

Must have selected

Global Contexts –

Process for Selection

noted in the Process

Journal

Must have had 1st

Supervisor Meeting

(Must be recorded in

Process Journal)

3rd Process Journal

Check

Must have had 2nd

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Supervisor Meeting

(Must be recorded in

Process Journal)

Must show a minimum

of 4 sources shown to

help complete the

project.

Must show research

that can be applied to

complete the project

within Process Journal.

Product Status Check

(Some progress should

have been made on the

product at this point.)

4th Process Journal

Check

Must have had 3rd

Supervisor Meeting

(Recorded in Process

Journal)

ALL Research and

Sources due. Minimum

3 different types of

sources.

Outline of how the

research will be used to

complete project in

Process Journal.

Product Status Check

(Progress should have

been made on final

product here)

5th Process Journal

Check

Process Journal should

show problems and

situations encountered

while working on

product and how they

were dealt with and

solved to move forward.

Must have had 4th

Supervisor Meeting

(Recorded in Process

Journal)

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Product Check –

product should be

wrapping up.

Product due to

Supervisor.

Supervisor Evaluates

Product ONLY.

Supervisor Provides

Feedback about Product

and any adjustments

that must be made.

6th Process Journal

Check – Process Journal

should be complete with

the exception of the

Reflection

Students should start

working on Report

EVERYTHING DUE!!

Product, Report, and

Process Journal

Personal Project

Grading and Interviews

with Students

Projects Submitted to IB

for Assessments

FINAL TOPIC CHOICE:

SUPERVISOR: (Teacher use Only)

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Student Name

Part 1: What type of project could I do?

Link together your skills and interests/sports/hobbies to see what type of

project you could do

Write down your project ideas in the box below

List here the

activities you most

enjoy

My favorite subject __________________

My most enjoyable assignments have been: ______________________________________________________________________

My most interesting topic of study has been:

__________________________________

List here the Global

Context that interests

you the most

_________________________________________

__________________________________________

List your interests/sports/hobbies

1 _______________________

2 _______________________

3 _______________________

Documents

Personal Projectinternet.savannah.chatham.k12.ga.us/schools/wfhs/IB/Lists...2 Hello Windsor Forest Parents, As many of you know, Windsor Forest High School is authorized as an International