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MYP Personal Project Student Handbook 2014-2015
Name: Advisory:
Carl Schurz High School An International Baccalaureate Candidate School
3601 N. Milwaukee Avenue
Chicago, IL 60641 www.schurzhs.org
Carl Schurz High School is a candidate school for the International Baccalaureate(IB) Middle Years and Diploma Programmes, and pursuing
authorization as an IB World School. IB World Schools share a common philosophy – a commitment to high-quality, challenging, international education – that we believe is important for our students.
Only schools authorized by the IB Organization can offer any of its three academic programmes. Candidate status gives no guarantee that authorization
will be granted. For further information visit http://www.ibo.org.
Table of Contents
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What is the Personal Project? .....................................................................................................3 Personal Project Objectives ………………………………………………………………….………. .4 What do I need to turn in? ………………………………………………………………………….…. 5 Connections to Global Contexts …………………………………………………………………….…6 What steps do I have to take? …………………………………………..……………………………..7 How do I complete my project report? …………………………………………………………….…..8 The role of your Personal Project Supervisor ………………………………………………………..8-9 Personal Project timeline ……………………………………………………………………….………9 How is the project graded? ……………………………………………………………………………..10-11 Signature of acknowledgement ………………………………………………………………………..13
Personal Project Overview
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What is the Personal Project? The Personal Project is your project to do what you want to do, to show the skills you have developed over the Middle Years Program(MYP) in all subject areas and through your Approaches to Learning (ATL). The Personal Project holds a place of special importance in the completion of the MYP and so it should be focused on an issue or theme closely related to the Global Contexts. Don’t forget, you will be working on this project for an extended period of time, so it needs to be something you really want to do! Your project must:
• Have a clear and achievable goal • Focus on at least one Global Context • Be an independent study – you will do this on your own with the help of an adult supervisor. You are
expected to spend around 25 hours on your Personal Project. It is not a requirement for any one class; it is a program requirement.
• Reflect your special interests, hobbies, special abilities, or concerns about particular issues • Be entirely your own work – authenticity is very important and you will be required to sign a document
stating that the Personal Project is your own work. Your project must not:
• Be part of any project or assignment you have done before • Take over your whole personal and social life, nor interfere with your studies even though it will involve
many hours of work • Be too closely linked to any of your Schurz courses (i.e. an extension of your history project; a
response to a novel you have read in your English class.) The AIMS of the MYP Personal Project are to encourage and enable students 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 taking pride in their accomplishments - Prepare for the Diploma Program
MYP Personal Project Objectives and Approaches to Learning (ATL)
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The following table defines what you will be able to accomplishment as a result of your Personal Project. The ATL skills will help prepare you for working more independently and with others, demonstrate your learning, and reflect on the process of your learning. You will demonstrate how you have met the objectives through your presentation/report at the end of the project. Personal Project objectives ATL skill clusters
Objective A: Investigating
- 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
- Collaboration
- Critical thinking
- Creative thinking
- Information literacy
- Media literacy
- Transfer
Objective B: Planning
- Develop criteria for the product/outcome
- Plan and record the development process of the project
- Demonstrate self-management skills
- Collaboration
- Organization
- Critical thinking
- Creative thinking
- Reflection
Objective C: Taking action
- Create a product/outcome in response to the goal, global context, and criteria
- Demonstrate thinking skills
- Demonstrate communication and social skills
- Organization
- Critical thinking
- Creative thinking
- Communication
- Collaboration
- Transfer
Objective D: Reflecting
- 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 throughout the project
- Communication
- Reflection
What are the major parts of the Personal Project? (What do I need to turn in?) There are three major components of the Personal Project:
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1. The Process Journal Your process journal is a record of your involvement in the Personal Project process. It should record all of your ideas, your planning, your discussions, clippings of readings and concepts, diary excerpts, meeting schedules and outcomes with your supervisors, photographs – whatever you do that is part of the process should be kept in this document. You may choose the format of your journal. It should be organized, but it does not have to necessarily be neat. Your process journal isn’t…
• Necessarily used on a daily basis, but should be used 2-3 times a week • Written up after the process has been completed • Additional work on top of the project; it is a part of and supports the project • A static document with only one format
2. The Product/Outcome – This is the “thing” you produce in order to accomplish your project goal. This is
how you will show other people what you have investigated. Examples include: a video, an essay, a play, a fundraising campaign, a website, artwork, etc.
3. The Report – you must create a detailed report of your project including evidence that you have met the
Personal Project assessment criteria. The report must have a specific structure, but can be presented in a variety of formats.
Process Journal
Decide on a format and use it throughout the project
A place for:
- Brainstorming
- Planning
- Recording interactions with sources(i.e. books, online
sources, teachers, supervisor)
- Important idea/quotes
- Reflection
Product/Outcome
Based on the goal you define
Evaluated based on specifications you create
Can have multiple formats – your chance to be creative!
Project Report
Contains evidence that you met the assessment criteria
Your supervisor uses it to score your project
Must follow a specific structure
Global Contexts Global contexts direct learning towards independent and shared inquiry. You must identify one of these global contexts for your MYP Personal Project to establish the relevance of their inquiry (why it matters).
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- Identities and relationships - Orientation of space and time - Personal and cultural expression - Scientific and technological innovation - Globalization and sustainability - Fairness and development
You may consider the following questions as you choose your global context through which to focus your project:
• What do I want to achieve through my Personal Project? • What do I want others to understand through my work? • What impact do I want my project to have? • How can a specific context give greater purpose to my project?
The choice of the global context will significantly shift the perspective of your project. The following tables demonstrate the impact of global contexts have on a topic or issue in the Personal Project. Rap as a music genre Global context Examples
Identity and relationships Examine the question, “Why does rap speak to me?”
Orientation of space and time Explore the development of rap as a style of music across continents
Personal and cultural expression Perform a rap song for peers and have a question-and-answer session
Solar energy devices Global context Examples
Scientific and technical innovation Design a 3D model of a solar device with instructions for construction
Orientation of space and time Investigate how, in history, different cultures have made use of energy for different needs
Globalization and sustainability Debate Herve’ Kempf’s ideas about “how the rich are destroying the Earth”
What steps do I have to take in order to complete the Personal Project?
1. Define the goal
Begin your choice of Process Journal at the beginning of this
Brainstorm and identify a suitable topic
Identify one Global Context on which you will
Decide on a challenging, yet realist goal that you can
Create specifications to evaluate the
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step and use throughout focus and justify it accomplish product/outcome
2. Select your sources
Find a variety of sources (e.g., books, periodicals, websites, interviews,
images, etc.)
Use your process journal to record bibliographic information
throughout this step
Make sure the sources are relevant to your goal
Evaluate the sources – judge the sources by considering, e.g.:
ü Is the author credible?
ü Is the information current?
ü Is the information accurate?
ü Who is the intended audience?
3. Apply the information you gather
Interpret the information by considering:
• Why does this information matter?
• How is this relevant to my stated goal?
Use the information – transfer and apply it to your goal by:
• Making decisions
• Creating solutions
• Developing understanding
4. Achieve your goal
Create the product/outcome defined by your goal Evaluate the product/outcome using the specifications you created in step 1
5. Reflect on your learning
How did completing the project extend your knowledge/understanding of the topic?
How did completing the project extend your understanding of the chosen Global Context?
How have you grown as a learner by completing the project?
6. Report on your project
Use your process journal to help complete the report
Organize the report according to the proper structure
Write clearly and concisely (don’t use more words than necessary)
How do I complete my project report? Much of your grade comes from your supervisor reviewing the report you submit. It is therefore VERY important that you follow the guidelines below for completing your report! - You must have your project report ready to present to your supervisor by the project due date.
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- The project report may be on paper or in a digital format. - The report must have the structure described below:
Title Page Table of Contents Body of Report (the sections)
Bibliography Appendices (optional)
• Student name
• Title of Project
• Length (word count)
• School name
• Month and year of submission
• Section names
• Corresponding page numbers
• The goal
• Selection of sources
• Application of information
• Achieving the goal
• Reflection on learning
• MLA format
• Alphabetical order
• Charts
• Graphs
• Photos
• Drawings
- The project report must be between 1500-3500 words in length - The word count applies to only the Body of Report; appendices, bibliography, etc. do not count A little help, PLEASE?!? - You will have a teacher or other faculty member from Schurz assigned to work with you as your Personal
Project Supervisor. - You must give your supervisor a reliable e-mail address that you will check regularly. - Your supervisor will check in with you from time-to-time; but it is YOUR responsibility to arrange meetings
with the supervisor and to come to those meetings PREPARED. - Your supervisor must sign off that the work is your own, so be careful to cite every source and do not just
copy and paste! Your Librarian and Technology Specialists! - Ms. Gamache and Ms. Kunc, along with your teachers, will provide general guidance about the project and
will be available to answer questions. - You will have several class periods thought the school year and advisory time to discuss and work on the
Personal Project.
Following meeting protocol
Confirm appointments 1-‐2 days in advance
Communicate between meetings Honor all meeting times
– DO NOT be late!
Come to meetings prepared! Bring process journal and
thoughtful questions for your supervisor
Agree on time and meeting place
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- Aside from the occasional class/advisory time, you should not count on any other class time to work on your Personal Project!
Project Timeline: September -Personal Project intro And we’re off! - Begin your process journal 2-3 times a week
-Brainstorm and generate ideas/topics and begin initial planning and research - Submit topic interest form during Advisory (September 11th) -Parent meeting to discuss al Personal Project requirements (September 25th)
October - Meet and greet with your supervisor (October 2nd) Narrowing things -Topic notification form due to Ms. Stefl/Mrs. Casanova (History classes October 8th-) down -Meet with supervisor to discuss topic and global context focus – Process journal! -Advisory time to work on Personal Project (Auditorium October 9th) November -Continued communication with supervisor – Process journal! In the groove - All English classes have a Personal Project library day! (Nov 19th) -Advisory time to work on Personal Project (November 20th) December - Communicate with your supervisor before the holiday break! Personal Projects -Continue to work on your Personal Project over break! Process journal! are better than -Advisory time to work on Personal Project (December 4th) gifts! -All History classes have a Personal Project library day! (December 10th)
-Stefl/Casanova student check-in (December 16th) January -Touch base with your supervisor Reevaluation -Are you keeping up with that process journal? -Advisory time to work on Personal Project (January 8th) - All PE classes have a Personal Project library day! (January 14th) February -Advisory time to work on Personal Project (February 12th) Putting the pieces - All Science classes have a Personal Project library day! (February 18th) together -Communicate with your supervisor – PROCESS JOURNAL! March - Personal Project boot camp (week of March 9th) THIS IS IT! - Advisory time to work on the Personal Project (March 12th) - All Math classes have a Personal Project library day! (March 18th) - Meet with your supervisor to discuss your FINAL product! - BREATHE! - PROCESS JOURNAL AND REPORT due TUESDAY, MARCH 24th - Personal Project presentations! Share your product! March 25th – 27th April - Personal Project exhibition, Thursday, April 2nd Reflection -Reflect on the process and celebrate your awesomeness! YOU DID IT!
May/June -Personal project roundtable with MYP freshman - TBD Celebration -MYP celebration – TBD
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How is the project graded? (What rubric will be used?) A
chie
vem
ent
leve
l
Criterion A: Investigating
Criterion B:
Planning
Criterion C:
Taking Action
Criterion D: Reflecting
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The student does not achieve a standard described by any of the descriptors below.
The student does not achieve a standard described by any of the descriptors below.
The student does not achieve a standard described by any of the descriptors below.
The student does not achieve a standard described by any of the descriptors below.
1-2
The student is able to: -state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility -identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance -demonstrate limited research skills
The student is able to: -develop limited criteria for the product/outcome -present a limited or partial plan and record the development process of the project -demonstrate limited self-management skills
The student is able to: -create a limited product/outcome in response to the goal, global context, and criteria -demonstrate limited thinking skills -demonstrate limited communication and social skills
The student is able to: -present a limited evaluation of the quality of the product/outcome against his/her own criteria -present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and global context -present limited reflection on his or her development as an IB learner through the project
3-4
The student is able to: -outline a basic and appropriate goal and context for the project, based on personal interests -identify basic prior learning and subject-specific knowledge relevant to some areas of the project -demonstrate adequate research skills
The student is able to: -develop adequate criteria for the product/outcome -present an adequate plan and record the development process of the project -demonstrate adequate self-management skills
The student is able to: -create a basic product/outcome in response to the goal, global context, and criteria -demonstrate adequate thinking skills -demonstrate adequate communication and social skills
The student is able to: -present a basic evaluation of the quality of the product/outcome against his/her own criteria -present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and global context -present adequate reflection on his or her development as an IB learner through the project
5-6
The student is able to: -define a clear and challenging goal and context for the project, based on personal interests -identify prior learning and subject-specific knowledge generally relevant to the project -demonstrate substantial research skills
The student is able to: -develop substantial and appropriate criteria for the product/outcome -present a substantial plan and record the development process of the project -demonstrate substantial self-management skills
The student is able to: -create a substantial product/outcome in response to the goal, global context, and criteria -demonstrate substantial thinking skills -demonstrate substantial communication and social skills
The student is able to: -present a substantial evaluation of the quality of the product/outcome against his/her own criteria -present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and global context -present substantial reflection on his or her development as an IB learner through the project
7-8
The student is able to: -define a clear and highly challenging goal and context for the project, based on personal interests -identify prior learning and subject-specific knowledge that is consistently highly relevant to the project -demonstrate excellent research skills
The student is able to: -develop rigorous criteria for the product/outcome -present a detailed and accurate plan and record the development process of the project -demonstrate excellent self-management skills
The student is able to: -create an excellent product/outcome in response to the goal, global context, and criteria -demonstrate excellent thinking skills -demonstrate excellent communication and social skills
The student is able to: -present an excellent evaluation of the quality of the product/outcome against his/her own criteria -present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and global context -present excellent reflection on his or her development as an IB learner through the project
Tota
l: 32
8 pts possible 8 pts possible 8 pts possible 8 pts possible
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Return this page to the IB Coordinator, Ms. Stefl in room 111
I have read and understand the Carl Schurz High School International Baccalaureate Middle Years Program Personal Project requirements and expectations. All Schurz students and their parent/guardian are required to review the handbook and sign below.
Student Name: _____________________________________ Division: ____________________
Student Signature: ____________________________________ Date: _____________________
Parent/Guardian Signature: _______________________________________________________
