STEP 2: DEVELOP A PROPOSAL FOR ACTION€¦ · Web viewThe Community Project Plan will guide you through your entire project, from research to taking action. It will also help you

SILVER SPRING INTERNATIONAL MIDDLE SCHOOL

AN IB WORLD SCHOOL

STUDENT/ COACH HANDBOOK

Student Name: _____________________________________________________

Group Members: ___________________________________________________

Coach: _____________________________________ Jag Location:__________

1

Table of ContentsTopic Page # Turn in?

What is the Community Project? 3

Community Project Objectives 4

Community Project Timeline 5

Community Project Tasks 6-7

Role of the Coach 8

Coach/Student Contract 9

Academic Honesty Form 11

The Process Journal 13

Criterion A: Investigating

a. Brainstorming a Community Needb. Identifying a Global Contextc. Creating a Guiding Questiond. Possible Project Topics

14-20

Logging into Noodle Tools with Google 21-22

Criterion B: Planning (Proposal for Action) 23-25

Criterion C: Taking Action 26-27

Criterion D: Reflecting 28

Presenting your Project & Guidelines 29

Community Project RUBRICS 30-38

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Sample Process Journal and Process Journal Templates 39-49

Symbol Key in the Community Project HandbookWhen you see this image it means the assignment must be submitted to your coach!

When you see this image you are expected to write in the handbook. It could be writing you name, your community focus, or reflecting on action you have taken!

When you see this image it means the information on the page refers to the Process Journal.

Community Project Statement of Inquiry

Through planning, executing, and reflecting on a Community Project, students create a more equitable society in which they are members,

and gain perspective on what it means to be human.

What is the MYP Community Project?

The 8th Grade Community Project (CP) represents a culminating learning opportunity for students to complete in year three (8th grade) of the Middle Years Programme (MYP) at Silver Spring International Middle School. The Community Project:

❏ Gives students an opportunity to connect their interests to a need within their local, national, or global communities and address those needs through service learning,

❏ Focuses on community and service, encouraging students to explore their responsibility to take action by serving the community,

❏ Engages students in a sustained, in-depth inquiry, action and reflection at each stage of this project,

❏ Helps students to develop the attributes of the IB learner profile, and❏ Supports the demonstration of Approaches to Learning Skills (Communication, Social, Thinking,

Research, and Self- Management) to help students grow and develop as independent, lifelong learners.

The CP is completed in groups with a maximum of three students or individually.

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The Goals and Objectives of the Community ProjectThe goals of the CP are 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, and❏ Appreciate the process of learning and take pride in one’s accomplishments.

Community Project ObjectivesThe Approaches to Learning (ATL) Skills are in

bold. ATL Skills are explicitly taught ways students “learn how to learn.”

Objective A: Investigating

Students are able to:

i. define a goal to address a need within a community, based on personal interests

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

iii. demonstrate research skills

Objective B: Planning


i. develop a proposal for action to serve a need in the community

ii. plan and record the development process of the project

iii. demonstrate Self-Management Skills

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Objective C: Taking Action


i. demonstrate service as action as a result of the project

ii. demonstrate thinking skillsiii. demonstrate communication and social skills

Objective D: Reflecting


i. evaluate the quality of the service as action against the proposal

ii. reflect how completing the project has extended their knowledge and understanding of service learning

iii. reflect on their development of ATL (Approaches to Learning) skills

Community Project TimelineDiscuss challenges and progress with your coach as needed throughout each stage of the project

Nov. 12- Jan. 11

Investigating❏ Decide on the

need within the local or global community.

❏ Identify prior learning.

❏ Define a goal to address the need with the l community.

❏ Jan. 14- Feb. 15

Planning❏ Create the

proposal for action – this must be completed near the start of this phase.

❏ Continue researching – select, evaluate and take notes on sources.

❏

❏

❏

❏

Feb. 18- Mar. 22

Taking Action❏ Carry out the

service as action.

❏ Record information and developments in process journal.

❏ Update bibliography by adding

❏ Mar. 25- Apr. 23

Reflecting❏ Evaluate the

quality of service as action against the proposal.

❏ Reflect on learning.

❏ Prepare, then completepresentation.

❏ Select extracts 5

❏ Create a guiding question and identify global context.

❏ Begin research – select relevant resources from reputable sources.

❏ Create a bibliography in Noodletools.

❏ Record notes from sources, information and developments in a process journal.

❏ Reflect on extracts as evidence of Criterion A.

❏ Work on plan for the service as action.

❏ Update bibliography by adding and removing sources in Noodletools as necessary.

❏ Record information and developments in process journal.

❏ Finalize proposal for action.

❏ Reflect on possible extracts as evidence of Criterion B.

❏ sources to Noodletools as necessary.

❏ Reflect on possible extracts as evidence of Criterion C.

from the processjournal to submit.

❏ Finalize bibliography.

❏ Complete academic honesty form.

Community Project TASKS

Checklist Task Due Date

Return signed Student Individual/ Group Contract Sheet. October 26

Start researching potential topics. End of October

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Quarter 1

Sign Student/Coach Contract. Nov 20

Sign Academic Honesty Statement Nov 20

Decide on a need within the local or global community. Nov 20

Write draft of Guiding Question. Nov 30

Create bibliography in Noodletools and share with coach.

Dec 7

Finalize Guiding Question and choose Global Context Dec 14

Research - evaluate and select relevant resources and update bibliography in Noodletools. Gather information and take notes in process journal (on-going.)

From Dec 18 to Jan 4

Submit at least 3 citations in Noodletools that are relevant to your topic

January 11

Choose 2-3 extracts as evidence of Criteria A and submit to coach.

January 14

Your process journal should be used whenever

you are working on your project.

Create and submit Proposal for Action. February 8

Work on Action Plan. February 19

Choose and submit two to three extracts of evidence of Criterion B.

February 19

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Quarter 3

Quarter 2

Take Action! March 15

Choose and submit two to three extracts as evidence of Criterion C .

March 15

Finalize bibliography in Noodletools with a MINIMUM of 5 citations.

March 18



Complete Academic Honesty Form. March 25

Finalize Presentation (practice presentation with Coach.) April 8-16

Practice presentation with Coach April 8-16

Presentations due to Coach: April 23



The Role of the CoachA message to the coaches:All 8th grade students at Silver Spring International Middle School are expected to complete a Community Project. This service learning project requires students, either individually or in teams up to three, to address a community need. The completion of this project is facilitated by school staff who serve as coaches for each individual or student group. Coaches will meet with their students during Quarters 2 and 3. The minimal expectation is to coach students at least once during a Jag time rotation cycle. Coaches and students will establish a mutually agreed upon location for the coaching.

The coaches’ responsibilities are to:❏ Ensure the chosen MYP project topic satisfies appropriate legal and ethical

standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues,

❏ Provide guidance to students throughout the process and completion of the project,

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Quarter 3

❏ Confirm the authenticity of the work submitted,❏ Assess the MYP community project using the Community Project criteria,❏ Participate in the standardization of assessment process established by the

school,❏ Provide community project grades to the MYP Coordinator, and❏ Decide on a consistent Jag time period to meet with your students.

Communicate meeting time to your students and encourage them to

write that information in their planners.

Communicate with the Jag time teacher of record consistently.

Give passes to students.

Create a Google Classroom for your students.

Use the rubrics to guide your coaching.

Use the timeline of tasks to support students with self-management skills.

Document coaching session meetings in Google coaching log.

Contact home if your students are not attending the coaching sessions.

Encourage students to work on project outside of the Jag time.

Assign next steps at the end of each coaching session.

Students should receive information and guidance that includes:

• a timetable with deadlines, • advice on how to keep and use a process journal,

• the importance of personal analysis and reflection,

• guidance on presentation structure,

• formative feedback using the rubrics, and requirements for academic honesty

Coach/Student ContractThis contract will be completed at your first coaching session. It will be used to reinforce expectations

when necessary.

Student Name: ________________________________________________________________

Coach: ________________________________________________________________________

It is the STUDENT’s responsibility to:

1. Meet with your supervisor and maintain good contact. 2. Keep a detailed process journal. 3. Do his or her own thinking and take ownership of the project.

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Best Practices for Coaching

4. Turn in assignments on time (proposal, product, report, & presentation).

It is the COACH’s responsibility to:

1. Meet with you and help you clarify your ideas.2. Offer strategies to help with research and community resources.3. Answer your email and be available for appointments.4. Contact your parents and the coordinator when you miss appointments and/or

deadlines.5. Check to make sure that your work complies with IB’s requirements for academic

honesty.6. Check to make sure that your report (proposal for action) meets IB requirements and

the requirements of the school.

Your Coach expects you to: ❏ Do your own thinking!❏ Communicate when you need help.❏ Work collaboratively in your student groups (if applicable).❏ Make all appointments.❏ Honor deadlines.❏ Put forth your best effort.

Student’s Signature: ______________________ Email: ___________________________

Coach’s Signature: _______________________ Email: ___________________________

Parent/ Guardian Email Address: ______________________________________________

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Make sure email addresses are written legibly! (that you can

clearly read them!)

Your coach will use this email address to invite your parents to the Google Classroom & to

maintain communication.

ACADEMIC HONESTY FORM

Student’s Name:

Coach’s Name:

Student Commitment

I promise to complete my own work, acknowledge sources, to not copy others’ work,

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and that throughout my project I will use my own words, and cite the work of others.

Student Signature Date

Student Declaration

I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials).

Supervisor Declaration

I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.

Student’s Signature Date

Coach’s Signature Date

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Process Journals Your process journal is where you will document your learning throughout your project. You can keep a Word or Google document, create a blog, video, or use any other format you would like.

You must show your coach evidence of your process documented in your journals each time you meet!

Entries in the Process Journal may include:

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❏ Brainstorming and Thinking Maps❏ Annotated research❏ Bibliography of resources❏ Notes from research❏ Explanations of how the research was

used in the project to reach your goal❏ Self and peer assessment

❏ Notes, charts, short paragraphs (on what has been learned)

❏ Pictures, photographs, sketches❏ Artifacts from inspirational visits to

museums, performances, etc.❏ Challenges/ difficulties faced❏ Calendars and other planning tools❏ Reflections on any part of this

process

Tips for a successful process journal: ✓ Date every entry.✓ Connect to an Approaches to Learning skill.✓ Reflect on actions taken and future actions.✓ Aim for a minimum of one entry per week.

ExtractsProcess Journal Extract GuidelinesYou should carefully select evidence from your Process Journal to demonstrate development in all criteria. You will need to submit these as part of your presentation at the conclusion of the project. If you are working individually you will need maximum of 10 individual extracts to represent the key developments of the project. If you are working in a group, you will submit a maximum of 15 process journal extracts. These will show how you have addressed each of the objectives. An extract may include:

❏ visual thinking diagrams

❏ bulleted lists

❏ charts

❏ short paragraphs

❏ notes

❏ timelines, action plans

❏ annotated illustrations

❏ project questionnaires or surveys

❏ annotated research

❏ artifacts from inspirational visits to

museums, performances, galleries

❏ pictures, photographs, sketches

❏ up to 30 seconds of visual or audio

material

❏ screenshots of a blog or website

❏ self- and peer assessment feedback

Objective A: Investigating 14

Step 1: BRAINSTORMING A COMMUNITY NEED

The MYP key concept of community is defined as follows:

Communities are defined by groups of people sharing particular characteristics, beliefs, or values as well as groups of interdependent

organisms living together in a specific habitat.

Examples of Communities: Soccer team, organizations fighting cancer, religious youth group

Directions: Brainstorm each type of “community” to help you determine a need. Use this chart to help you.

❏ Each column represents a different “community.” Use the space provided to brainstorm the needs in each of those areas. Some needs may fit in several categories.

❏ Once you have completed the chart, narrow your choices down to two or three ideas.

❏ Ask yourself: Which one do I feel most passionate about? How can I help

address the need?

❏ Once you have selected the one you feel most passionate about, circle it, and

complete the Community Project Plan.

School

Local

Neighborhood or County

State National Global

ex: Bullying,

poverty

❏

❏

❏

❏

ex: Hunger, crime, domestic violence

❏

❏

❏

❏

ex: Environment

❏

❏

❏

❏

ex: Homelessness, child abuse

❏

❏

❏

❏

ex: Lack of clean water

❏

❏

❏

❏

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Brainstorming of Possible Service Areas

Service ExpectationsPerform service in one or more service focus area(s ) and reflect on your project.

Service outcomes:

• become more aware of your strengths and areas for growth

• discuss, evaluate and plan student-initiated activities

• undertake challenges that develop new skills

• persevere in action

• work collaboratively with others

• consider the ethical implications of your actions

• develop international-mindedness through global engagement, multilingualism and intercultural understanding

Directions: Check those of interest to you. □ Providing food, clothing and companionship for people in need - Running a clothing/toiletry drive

- Volunteering to help package items collected for an organization- Volunteering at senior living facilities or homeless shelter-Creating a menu for a local shelter and supervising the implementation

□ Protecting the environment/Going Green - Arranging for and participating in community clean-ups - Educating the community about global warming - Participating in a Community Garden

□ Caring for animals- Dog-walking for seniors or others needing assistance- Volunteering with an Animal Rights organization

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□ Beautifying the environment through Art (visual, music, drama, etc.) - Helping paint signage for the garden - Participating in non-school time related performances -Teaching people how to create artwork that supports social change

□ Promoting peace and resolving conflict - Helping with the school’s Bullying Prevention efforts

□ Promoting Educational Opportunities - Participating in Reading Buddies or other reading programs -Creating children’s books promoting diversity - Participating in a Community Garden

□ Engaging as a global citizen - Creating and distributing informative brochures on particular illnesses and preventive measures (I. e.

Flu and effective hand-washing techniques) - Raising awareness and funding or collecting supplies for relief efforts -Raising awareness to address refugee crisis

The Community Project PlanThe Community Project Plan will guide you through your entire project, from research to taking action. It will also help you think about how to organize your work to show the development of your project from beginning to end (the Process Journal) and outline the action you will take to address the need you have stated in your goal.

A NEED can be defined as a condition or situation in which something is required or wanted; a duty or obligation; or a lack or

something requisite, desirable or useful.

What is the Goal to address the need you decided on? Some examples of goals are:

To raise awareness To research To actively participate

To change behaviors To inform others

To create/ innovate

To advocate

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Directions: Complete the chart below by identifying the community, community need and goal for your Community Project.

Community Community Need Goal(s)

The Community is: I think the community need is:

Eventually, you will justify the need with research and

evidence!

(Refer to the example goals above)

I can address the need by:

Global ContextsGlobal contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP Community Projects develop meaningful explorations of any of the six global contexts defined in the table on the next page. The table also provides examples of CPs that can be completed. The selected global context will inform the questions that you will ask as you develop your CP, and it will help you explain why your project matters.

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What you need to do:1.) Review the global contexts on the next page along with examples of projects that fit

each context.

2.) Then identify the global context that is related to the project you want to complete.

3.) Consider the following questions as you choose a 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?

Global Contexts Defined with Project ExamplesIdentities and Relationships Orientation in Space and Time

Who am I? Who are we?

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.

Project Examples

● Laughter therapy campaign in children’s hospital or elder care home

● Tutoring classes providing additional or special instruction to primary school students

● Researching the effects of cola drinks on digestion and developing a campaign to promote healthy choices available from school vending machines.

What is the meaning of ‘where’ and ‘when?

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.

Project Examples

● Joining a museum or historical society in the community to contribute to maintaining, restoring, and recovering local history

● Making a plan for wheelchair accessibility● Inspired by lack of facilities in the local community, seeking

to improve the facilities for young people by producing an article for the school magazine summarizing the problem and possible solutions

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Personal and Cultural Expression Scientific and Technical Innovation

What is the nature and purpose of creative 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.

Project Examples

● Improving the environment in the local hospital by designing and creating a series of pictures to hang in the corridors

● Performing a theatre play to raise awareness on bullying● Promoting intercultural understanding through a graffiti

contest

How do we understand the worlds in which we live?

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.

Project Examples

● Helping a local community make an efficient, low-cost use of energy-powered devices

● Developing a program to promote the use of wind energy for domestic devices

● Campaigning to reduce paper use and to promote recycling

● Campaigning to reduce water, electricity or fuel waste

Globalization and Sustainability Fairness and Development

How is everything connected?

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

Project Examples

● Campaigning to raise awareness and reduce plastic straw waste use

● Passing a plan to local authorities for tree planting in an area in need of re-greening

● Creating a school or community garden

What are the consequences of our common humanity?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.

Project Examples

● Campaigning for fair-trade awareness

● Contributing to educational opportunities, for example,

supporting a local non-governmental organization that works on literacy in our town

● Addressing the concerns of immigrants and migrant

populations

What is the global context of your project (refer to the four bullet points above for support?)

Support with creating Guiding QuestionsStudents are required to have ONE guiding question to narrow the focus of the research. The guiding question should meet most of the criteria below:

❏ It is thought provoking and may be controversial.❏ It forces you to research your topic and evaluate data.❏ It has an original answer. ❏ lt may not have a simple answer.❏ lt encourages critical thinking, not just memorization.❏ lt can change throughout the project to reflect new information.

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❏ It contains two to three strong keywords.❏ It serves a community need.

Use the criteria above to determine the best guiding question below.

Circle the best Guiding Question!

a. What is the history of music?b. Who won the World Cup?c. How can I work with staff to plan an International Night that celebrates the

diversity of our community?d. What types of injuries affect MLB players?

Example: Topic: Immigration

Brainstorm ideas: bill, lobby, latino, community, fear, deportation, families, DACA

Guiding Question: How can I get our local state assemblyperson to introduce a bill to stop deportations of undocumented immigrants in Maryland?

Type of service: Advocacy

In 60 seconds, brainstorm ideas related to your topic (one word or short phrase only!)

Now create at least 2 possible guiding questions using at least TWO words from your brainstorm.

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_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What is your final guiding question?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Remember, you are in the initial (beginning) stages of your project.

It is okay if your Guiding Question changes as you conduct more research!

Logging into NoodleTools with Google

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Logging InLog into Noodletools through your school Google account.

● Google Drive- Select the Google Apps navigator in the top right corner of the screen (waffle icon) and then “More” to see the NoodleTools icon.

NoodleTools Main Login Page ❏ Type your Google email address in the "Access via

Google For Education" on the RIGHT SIDE of the main login screen.

Account InformationThe first time you log in, you can create a new account or to link an existing account.

● If you already have a NoodleTools account, select the first option and type in your ID number. This will carry over any previous projects to your new account.

● If you do not have an existing account, select create a new account.

Updating Your ProfileUpdate your profile at the beginning of each year or when you move to a new school.

● Click My account in in the upper right and select My profile to view your user profile.

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Creating a Project and Citation in NoodleTools

1. Go to Noodletools. (https://my.noodletools.com/logon/signin)

2. Log in with your Google email address and password.

3. Click on the top left of the screen. A box will pop up. Enter the name of your project, then click Submit.

4. This will open the Dashboard. You may share your project with your teacher here:

5. Click Sources on the top of the screen.

6. Click this green box to start a new citation: Use the pop up box to figure out what you are citing.

7. Fill in the information, then click Submit.

8. TO PRINT: Click the arrow by Print/Export. Choose Print/Export to Word or Print/Export to Google Docs.

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Objective B: Planning STEP 2: DEVELOP A PROPOSAL FOR ACTION

Your Proposal for Action should include designing, problem-solving, decision-making or investigative activities. Proposals should be achievable based on the time and resources available. Do not come up with a proposal that takes too much time, is difficult to follow through, or costs too much money to implement. On the other hand, do not choose projects that are too simple. Complete the CP criteria template like the example below to help you organize your proposal and action for the project and determine the outcome/product you hope to achieve. Eventually, you will create a written document detailing your proposal for action. This template is crucial in the planning process as it will help you stay on track with working toward the expected goal.

Sample Proposal for Action:Community Project: Immigration

Need in the community

Support for deportation of undocumented immigrants in Maryland

What research indicates that this is a need?

(Enter research here)

How will I address this need?

My action is to reach out to assembly people in the state of Maryland to convince them it is important to pass a bill that makes it illegal to deport people in Maryland just based off their immigration status.

I research the damage to people, families, and communities’ deportations cause. I will write a letter that goes over the consequences of deportation. I will research who the assembly people in Maryland are and send them this letter. I will also find their phone numbers and call them to share my concerns about deportations in Maryland. My hope is to talk to one of the assembly people on the phone and set up a meeting with them to go over how they can create legislation to stop deportations based only on immigration status.

If I am not able to set up a meeting with an assembly person then I will invite classmates to join me in supporting undocumented immigrants by holding a letter writing campaign during lunches. My coach will review all the letters and make copies of them so we can send them to assembly people.

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Proposal for Action Template

Student Name :

Coach’s Name :

Guiding Question:

Need in the Community:

What research indicates that this is a need?

Goal of the Project:

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Proposal for Action:

Criterion B: Proposal for Action Planning TemplateYour Proposal for Action should include designing, problem-solving, decision-making or investigative activities. Proposals should be achievable based on the time and resources available. Do not come up with a proposal that takes too much time, is difficult to follow through, or costs too much money to implement. On the other hand, do not choose projects that are too simple. Use your Proposal for Action to guide your work in this Criterion B: Planning template. This Criterion B: Planning template is crucial in the

planning process as it will help you stay on track with working toward the expected goal.

Your GOAL:

Your GLOBAL CONTEXT:

Action Steps

(if in a group, specify WHO is taking the

action)

Who to Contact?

By When? Cost? Resources? Additional Notes

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SSL Hours: Some projects may be eligible for SSL Hours. YOU are responsible for following MCPS protocol for applying for these hours. To check if your organization is already eligible: http://www.montgomeryserves.org/volunteers/student-service-learning-ssl

If an organization is NOT pre-approved, fill out this form at least two weeks before service begins: http://www.montgomeryschoolsmd.org/departments/forms/pdf/560-50.pdf

Once service is complete, fill out this form and give to Ms. Mannix in Room 301: http://www.montgomeryschoolsmd.org/departments/forms/pdf/560-51.pdf

Check out this website for non profit organizations in Silver Spring: http://www.silverspringcares.org/

Objective C: Taking Action STEP 3: SERVICE AS ACTIONOnce you have determined the need, your goal, and have planned what you are going to do, it is time to put your proposal into action! You may have to change your original plans in the light of circumstances or new information. Consult your coach regularly.

In the Community Project, action involves a participation of service as learning. As you become more engaged in your CP, you will want to select one or more types of action:

DIRECT SERVICE You have direct interaction that involves people, the environment, or animals

❏ Examples: one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviors to prepare them for adoption.

INDIRECT SERVICE Though you do not physically see the recipients during the indirect

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service, you have verified that your actions will benefit the community or the environment.

❏ Examples: redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream.

ADVOCACY Students speak on behalf of a cause or concern to promote action on an issue of public interest.

❏ Examples: initiating an awareness campaign on hunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.

RESEARCH Students collect information through varied sources, analyze data, and report on a topic of importance to influence a policy or practice.

❏ Examples: conducting environmental surveys to influence your school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.

Useful Ideas as You Work❏ Take pictures of yourself working on the project. These are useful in showing proof of

working on the project as well as for your presentation.

❏ Document group communication practices.

❏ Use drawings and pictures only when necessary, for example, if they add to the clarity of the project.

❏ Continue recording and reflecting on what you do during this phase in your process journal.

What action will you take?

How will you make a contribution towards addressing the problem in the community that

you have stated in your goal?

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Objective D: Reflecting STEP 4: REFLECT ON YOUR SERVICE AS ACTIONThis is the final stage of your project. You will wrap up everything you have done and actually present your project to an audience. This step includes the following:

❏ Evaluate the quality of service as action against the proposal for action.

❏ Reflect on the approaches to learning skills used throughout the project (research,

self-management, thinking, communication and social).

❏ Prepare the presentation.

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❏ Select the extracts from the Process Journal to submit (See details below for further

guidance).

❏ Complete the bibliography in Noodletools and attach to presentation.

❏ Practice your presentation with your coach.

❏ Complete the academic honesty form.

FINAL ReflectionWhat obstacles did you encounter in this project? How did you try to

overcome those obstacles?

How impactful was your action? Did you make a difference in a community? Did you address a need by creating more equitable opportunities?

Reflect on any skills that you will try to improve the next time you work on a project.

Write ONE way you can improve your performance for your next research project.

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What did you learn about yourself as a learner through this project? (Think about how you process information; how you prefer to communicate with people; what parts of the project did you enjoy; with what parts of the project did you struggle?

The Presentation At the end of the Community Project, you will present your project in front of an audience. Students who choose to complete the project in groups will present the project as a group, but each group member will have the opportunity to speak during the course of the presentation. Your presentation must show evidence of each strand of Criteria A, B, C, and D.You may choose to use a presentation tool such as Google Slides, PowerPoint or Prezi, create a video or a website, or any other format that you feel will show off your project.

ATL Skill Category: Research Skills Community Project

Criterion A: Investigating i. define a goal to address a need within a community, based on personal interests

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

iii. demonstrate research skills.

Achievement Level Descriptor For Criterion A, the ATL Skill Category is

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level RESEARCH and is aligned to strand 3.

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

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

1-2

Students:

i. state a goal to address a need within a community, 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.

Students demonstrated limited research skills:

● Collect and record data/sources.● Access information to be informed and inform

others through the project.

Organization of time and information is limited. Planning and/or action is inconsistent.

3-4

Students:

i. outline an adequate goal to address a need within a community, 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.

Students demonstrated adequate research skills:

● Collect, record and verify data/sources.● Find information specific to and surrounding

the project, using a variety of media.● Process data and report results.● Take effective notes during project

development.

Goals are appropriate. Personal and external deadlines are met without undue worry. Steady progress is made throughout the project.

5-6

Students:

i. define a clear and challenging goal to address a need within a community, based on personal interests

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

iii. demonstrate substantial research skills.

Students demonstrated substantial research skills:

● Collect, record, verify, and use a range of sources/data.

● Compare, contrast and draw connections among resources.

● Seek a range of perspectives from multiple and varied sources to inform the project.

● Make connections between various sources of information, prior knowledge and subject- specific knowledge.

● Construct an MLA style bibliography.

Time and energy are well applied, with clear planning and organization. Self-awareness is apparent.

7-8 Students:

i. define a clear and highly challenging goal to address a need within a community, based on personal interests

Students demonstrated excellent research skills:

● Collect and analyse data to identify solutions and make informed decisions to further the

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ii. identify prior learning and subject-specific knowledge that is consistently highly relevant to the project

iii. demonstrate excellent research skills.

project.● Locate, organize, analyse, evaluate, synthesize

and ethically use information from a variety of sources and media (including digital social media and online networks).

● Use critical-literacy skills to analyse and interpret information.

● Understand the impact of media representations and modes of presentation when analysing information.

● Understand and implement intellectual property rights.

Self-awareness of strengths and limitations guide effective planning and completion of the project. The project is viewed as a positive engaging experience that provides the opportunity for further learning experiences.

You received a _____ because of _______. You would have scored higher if you had __________.

Clarification Sheet for Investigating

MYP Command terms:

Define: Give the precise meaning of a word.

State: Give a specific name, value or other brief answer without explanation.

Identify: Recognize and state briefly a distinguishing fact or feature.

Demonstrate: Make clear by reasoning or evidence, illustrating with examples or practical application.

i. Define a goal to address a need within a community, based on personal interests.

❏ A basic goal will simply state or outline what you are going to do or make.❏A challenging goal has what you are going to do or make and for what purpose

(why you are going to do it?)❏ A highly challenging goal has multiple parts to it and leads to greater learning.

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ATL Skill Category: Self- Management Community Project

Criterion B: Planning i. develop a proposal for action to serve the need in the community

ii. plan and record the development process of the project

iii. demonstrate self-management skills.

Achievement level

Level Descriptor For Criterion B, the ATL Skill Category is SELF-MANAGEMENT and is aligned to strand 3.

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


1-2

Students:

i. develop a limited proposal for action to serve the need in the community

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

iii. demonstrate limited self-management skills.

Students demonstrate limited self-management skills:

● Set goals with assistance● Keep a basic log or timeline planning for the project● Manage time and effort for short periods of time

Organization of time and information is limited. Planning and/or action is inconsistent.

3-4

Students:

i. develop an adequate proposal for action to serve the need in the community

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

iii. demonstrate adequate self-management skills.

Students demonstrate adequate self-management skills:

● Long-term planning which is not broken down to specific steps

● Vague connections to the project● Very general dates and deadlines● A description of appropriate time and task

management which show some independence● A description of affective skills practiced through the

project● A description of the use of anther self-management

skill.

Goals are appropriate. Personal and external deadlines are met without undue worry. Steady progress is made throughout the project.

5-6 Students:

i. develop a suitable proposal for action to serve the need in the community

Students demonstrate suitable self-management skills:

● Short and long term planning that has not been broken down into specific steps

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

iii. demonstrate substantial self-management skills.

● Clear connections to the student’s project● Specific dates and deadlines● An explanation from start to finish that corresponds

to the plan● Changes that are stated but not justified● An explanation of appropriate time and task

management● An explanation of affective skills practiced through

the project● An explanation of effective use of other self-

management skills

Time and energy are well applied, with clear planning and organization. Self-awareness is apparent.

7-8

Students:

i. develop a detailed, appropriate and thoughtful proposal for action to serve the need in the community

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

iii. demonstrate excellent self-management skills.

Students demonstrate excellent self-management skills:

●detailed, logical steps

●●

adjustment to the project’s timeline●

finish●●

an independent time and task management●

project●

management skills

Self-awareness of strengths and limitations guide effective planning and completion of the project. The project is viewed as a positive engaging experience that provides the opportunity for further learning experiences.

You received a _____ because of _______. You would have scored higher if you had __________.Clarification Sheet for Planning

MYP Command Terms:

Develop: To bring out the possibilities of; bring to a more advanced or effective state

Plan: to arrange a method or scheme beforehand for (any work, enterprise, or proceeding)


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ATL Skill Categories: Thinking, Communication, and Social Skills

Criterion C: Taking Action Community Project

i. demonstrate service as action as a result of the project

ii. demonstrate thinking skills

iii. demonstrate communication and social skills

Achievement level

Level Descriptor

For Criterion C, the ATL Skill Categories are Thinking, Communication and Social skills. They are aligned to the 2nd and 3rd strands.

0



1-2

Students:

i.limited service as action as a result of the project

ii.limited thinking skills

iii.limited communication and social skills.

Students demonstrated limited thinking skills:

● Present one perspective.● Draw simple conclusions.● Consider ideas and possible

solutions.

Thinking is inflexible and does not consider possible consequences. There is limited examination and exploration of options.

Students demonstrated limited communication and social skills:

● Organize information.● Structure report following advice.● Establish communication with

supervisor

Communication with coach, experts or others is infrequent or unclear. There are missed opportunities for further social connections.

3-4 Students:

i. demonstrate adequate service as action as a result of the project

ii. demonstrate adequate thinking skills

Students demonstrated adequate thinking skills:

● Practice observing carefully in order to recognize problems.

● Gather information strictly relevant to the project.

● Draw reasonable conclusions

Students demonstrated adequate communication and social skills:

● Organize and depict information logically.

● Maintain communication with people relevant to the project.

● Work with others within clear

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iii. demonstrate adequate communication and social skills.

and generalizations.● Evaluate and manage risk.● Consider ideas from multiple

perspectives.● Identify obstacles and

challenges.

Problems and solutions are identified, recorded and justified. Situations are anticipated and negotiated through critical analysis and creative solutions, drawing from different sources.

expectations.● Read critically and for

comprehension.● (Give and) Receive feedback.

Communication with those involved is clear and basic. The project is completed with little input from others, and limited feedback is given or considered.

5-6

Students:

i. demonstrate substantial service as action as a result of the project

ii. demonstrate substantial thinking skills

iii. demonstrate substantial communication and social skills.

Students demonstrated adequate thinking skills:

● Interpret data useful to the project.

● Revise understanding based on new information and evidence.

● Apply existing knowledge to generate new ideas, producesses.

● Consider multiple alternatives, including those that might be unlikely or impossible.

● Make connections between subject groups, prior learning and experiential learning.

● Combine knowledge, understanding and skills to create products or solutions.

Information is carefully selected, processed and tested before application the project inquiry or action. Ideas, challenges and solutions are generated, transferred and implemented, synthesizing learning.

Students demonstrated substantial communication and social skills:

●digital social media networks.●●ideas effectively to audiences using a variety of media and formats.●feedback received.

● Share ideas, collaborate and build relationships with peers and experts using a variety of digital environments and media.

The project is clearly organized and communicated. The process involves social skills at various stages of development and communication is effectively maintained in order to consider the perspectives and opinions of others.

7-8 Students:

i. demonstrate excellent service as action as a result of the project

ii. demonstrate excellent thinking skills

Students demonstrated excellent thinking skills:

● Evaluate evidence, arguments and propositions.

● Recognize unstated assumptions and bias.

● Develop contrary or opposing arguments.

● Use models and simulations to explore

Students demonstrated excellent communication and social skills:

● Use intercultural understanding to interpret communication.

● Use appropriate forms of writing and speaking for different purposes and audiences.

● Use a variety of media to communicate with a range of audiences.

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iii. demonstrate excellent communication and social skills.

complex systems and issues.

● Troubleshoot systems and applications.

● Create original works and ideas; use existing works and ideas in new ways.

● Practice flexible thinking—develop multiple opposing, contradictory and complementary arguments.

● Apply skills and knowledge in unfamiliar situations.

Conceptual understanding and contextual learning influence the development of the project. Critical thinking, creative thinking and transfer are natural and complex processes that drive the project development to successful completion.

● Work effectively with experts and/or supervisor.

● Listen actively to other perspectives and ideas.

If applicable for the product/ outcome :

• Exercise leadership and take on a variety of roles within groups.

• Make fair and equitable decisions.

• Manage and resolve conflict, and work collaboratively.

Interaction with others, through clear and consistent communication, builds a sense of community in the development of the project. The student demonstrates understanding of perspective, interpretation and empathy, and effectively transfers this knowledge to his or her own communication strategies.


Clarification Sheet for Taking Action

MYP Command Term:


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ATL Skill Category: Self-Management (Reflection)

Criterion D: Reflecting Community Project

i. evaluate the quality of the service as action against the proposal

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

understanding of service learning

iii. reflect on their development of ATL skills.

Achievement level

Level Descriptor For Criterion D, the ATL Skill Category is Self-Management.

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


1-2

Students:

i. present a limited evaluation of the quality of the service as action against the proposal

ii. present limited reflections on how completing the project has extended their knowledge and understanding of service learning

iii. present limited reflections on their development of ATL skills.

Students present limited reflections on their development of ATL skills:

● The evaluation outlines the quality of the service as action against the proposal

● The reflection states at least one way the student has extended their knowledge and understanding of service learning, with no examples

● The reflection states their development of ATL skills.

3-4 Students: Students present adequate reflections on their development of

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i.of the quality of the service as action against the proposal

ii.how completing the project has extended their knowledge and understanding of service learning

iii.their development of ATL skills.

ATL skills:

● The evaluation describes the quality of the service as action against the proposal.

● The reflection outlines ways in which the student has extended their knowledge and understanding of service learning, using some examples.

● The reflection outlines their development of ATL skills.

5-6

Students:

i. present a substantial evaluation of the quality of the service as action against the proposal

ii. present substantial reflections on how completing the project has extended their knowledge and understanding of service learning

iii. present substantial reflections on their development of ATL skills.

Students present substantial reflections on their development of ATL skills:

● The evaluation explains the quality of the service as action against the proposal.

● The reflection explains how the student has extended their knowledge and understanding of service learning, using specific examples.

● The reflection explains their development of ATL skills.

7-8

Students:

i. present an excellent evaluation of the quality of the service as action against the proposal

ii. present excellent reflections on how completing the project has extended their knowledge and understanding of service learning

iii. present detailed and accurate reflections on their development of ATL skills.

Students present reflections on their development of ATL skills:

● The evaluation analyses the quality of the service as action against the proposal

● The reflection evaluates how the student has extended their knowledge and understanding of service learning, using meaningful examples and detailed descriptions

● The reflection evaluates their development of ATL skills.


Clarification Sheet for Reflection

MYP Command Terms:

Evaluate : To bring out the possibilities of; bring to a more advanced or effective state

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Reflect: to think, ponder, or meditate

Example Process Journal (example—you may use your own format if desired)

Student Name: Alex Garcia Date: 11/14/18

Circle Phase in Process: Investigating Planning Taking Action Reflecting

Circle ATL skills used: Social Communication Thinking

Research Self- Management

As you complete this reflection, refer the ATL skills listed above.

Goals:

Meet with coach to discuss jagtime, the community I want to serve, and any assignments I need to turn in next time we meet

Accomplishments:

Today I talked to my coach about

- the topic of my CP - about my guiding question,

- meeting dates, google classroom,

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- my process journal

My topic/ community need is: immigration

My process journal format will be: google docs because I want to be able to access it from home and at school

Next Steps:

Our next meeting date is: next Jag 3

Before our next session I will: Make a calendar to set due dates and a timeline for the next month

start researching about information related to immigration in Silver Spring

My/our most important concerns/problems/questions are:

Will I find resources that help me figure out how to best support immigrants in Silver Spring?

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Process Journal Template(example—you may use your own format if desired)

Student Name: Date:





Goals:

Accomplishments:

Next Steps:

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Student Name: Date:





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Student Name: Date:





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Documents

STEP 2: DEVELOP A PROPOSAL FOR ACTION€¦ · Web viewThe Community Project Plan will guide you through your entire project, from research to taking action. It will also help you