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PERSONAL PROJECT

PERSONAL PROJECT. An Introduction. ROLE OF THE PERSONAL PROJECT.

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PERSONAL PROJECT

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  1. PERSONAL PROJECT An Introduction

  2. ROLE OF THE PERSONAL PROJECT • The personal project is a significant student-directed inquiry produced over an extended period, completed during the year 5 of the MYP. It holds a very important place in the MYP and reflects the student’s experience of the programme. It provides an excellent opportunity for students to produce a truly personal and creative piece of work of their choice and to demonstrate the skills they have developed in approaches to learning. • Along with the eight subject groups, the five areas of interaction form the core of the programme. The AOI’s provide contexts for learning and contribute toward the holistic learning of the student. • The personal project includes a process journal, an outcome or product and a report.

  3. The PERSONAL PROJECT lies at the heart of the MYP Design Cycle. It is close to the IB Learner Profile so that students display these attributes while working. The Areas of Interaction surround the Personal Project, followed by the various subject groups. However the Personal Project should not be based or grounded in an academic subject.

  4. AIMS OF PERSONAL PROJECT To allow the students to: • Engage in personal inquiry on issues that are relevant to themselves, through an area of interaction as a context for learning. • Demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time. • Reflect on their learning and knowledge (on their own and others) • Move towards thoughtful and positive action • Develop confidence as lifelong learners

  5. OBJECTIVES OF PERSONAL PROJECT • Objective A: Use the process journal • Objective B: Define the goal • Objective C: Select sources • Objective D: Apply information • Objective E: Achieve the goal • Objective F: Reflect on learning • Objective G: Report the project The Assessment Criteria are based on the above objectives.

  6. Students must • document your process • select a topic of personal interest • focus the personal project through an area of interaction • structure the personal project report according to the information provided in this guide • respect word or time limits for the report • fulfill ethical and academic honesty requirements established by the school.

  7. THE PROCESS JOURNAL • The “process journal” is a generic term used to refer to the documentation that you develop. However, the media for documenting the process can vary depending on your preferences. It can be written, visual, audio or a combination of these and might include both paper and electronic formats. • You will be familiar with the practice of documenting process in the arts and technology subject groups, for example, and can draw on techniques used in these and other subjects. • You may develop your own format and design, although school can provide templates or examples in order to support your work. • You must show evidence of regular use of the process journal, though not necessarily weekly. Though legibility is important, quality of thinking is more important than neatness and presentation. • Documenting the process might include mind maps, charts, short paragraphs, notes, diary entries, timelines, annotated illustrations, pictures etc.

  8. ASSESSING THE PROCESS JOURNAL When assessing the use of the process journal the following questions will be considered. • Has the student included evidence of personal goal setting and planning, such as a plan of action? • Does the student have the relevant materials during meetings with the supervisor and during work periods? • Does the student follow meeting arrangements with the supervisor? Does the student initiate meeting arrangements? • Does the student use the meeting time productively to ask questions and seek information? • Is there dialogue between the student and supervisor? • Does the student record sources consulted? • Does the student include extracts of relevant information? • Does the student show evidence of brainstorming ideas and use of organizational tools such as flow charts, diagrams or lists? • Does the student anticipate and identify problems as they emerge? • Does the student create solutions? • Does the student include reflections at various stages of the process? • Does the student include feedback from the meetings with the supervisor?

  9. The student and the supervisor must agree that, whatever form the personal project takes, the finished product allows the student to investigate and focus on a theme, topic and/or issue closely connected to at least one area of interaction of the MYP. It must also include structuredwriting. • The student needs to choose carefully the type and goal of their project in terms of the skills and techniques that are required to bring it to a successful conclusion. Some projects may be too ambitious, require overly complex procedures or require a lengthy process of learning.

  10. TYPES OF PERSONAL PROJECT The personal project may take many forms, for example: • an original work of art (visual, dramatic, or performance) • a written piece of work on a special topic (literary, social, psychological, or anthropological) • a piece of literary fiction (that is, creative writing) • an original science experiment • an invention or specially designed object or system • the presentation of a developed business, management, or organizational plan (that is, for an entrepreneurial business or project), a special event, or the development of a new student or community organization

  11. Requirements of the Personal Project • The personal project is a requirement for all IB World Schools offering the MYP to year 5 The school must: • organize and support the completion of the personal project for all their students in year 5 lof the programme. The work must commence and be completed in year 5. • Ensure that the personal project does not form part of the curriculum for any subject • Ensure that each student engaged in a personal project receives guidance and supervision during the completion of the project.

  12. AREAS OF INTERACTION Approaches to learning • How do I learn best? • How do I know? • How do I communicate my understanding? Community and service • How do we live in relation to each other? • How can I contribute to the community? • How can I help others? Health and social education • How do I think and act? • How am I changing? • How can I look after myself and others? Environments • What are our environments? • What resources do we have or need? • What are my responsibilities? Human ingenuity • Why and how do we create? • What are the consequences?

  13. Structure of the Personal Project • The written presentation of all types of personal projects, usually called the Report, will follow the same general structure, and will include the following elements: • Title page • Table of contents • Introduction,defining the goal of the project and an explicit focus on the chosen area(s) of interaction, and providing an outline of how the student intends to achieve the goal • Description of the process, including production steps, the characteristics, aspects or components of the work • Analysis of the inspiration, research and influences guiding the work, the findings and decisions made, the resulting product and the process in terms of the goal and its focus on the area(s) of interaction chosen (where the student has chosen to write an essay about a specific issue, the essay itself forms the main part of this analysis) • Conclusion, where the student reflects on the impact of his/her project, and on new perspectives that could be considered • Bibliography • Appendices, where appropriate

  14. Length • The length of the written work within a personal project varies, given the variety of types of projects that is acceptable. The IBO expects students to express reflective thinking in a concise and precise manner. Where students write an essay to analyse an issue that they have investigated, the essay must be incorporated into the required structure. Even in that case the written work must not exceed 4,000 words. • However, where a student chooses creative writing (for example, a set of short stories) as a project, the length of the work will be agreed between the student and the supervisor, and the written presentation of the project (following the required structure) will be shorter, as will other projects of a creative nature.

  15. The Challenges • The importance given to the personal project within the MYP may present some special challenges to schools as well as to students. • The personal project is an extended piece of work, of a nature that is complex for most 16-year-olds, where the work involved is done outside class. The school must therefore ensure that students receive proper guidance and encouragement. • Individual guidance is needed for each student doing the personal project. Many people may be involved in the supervision and assessment of projects, and they should all be adequately trained. • Schools should facilitate contacts between students and supervisors, and ensure that similar standards are applied, especially in the assessment process. • A process of internal standardization of assessment for the personal project should be developed in each school where there is more than one supervisor.

  16. ACADEMIC HONESTY • The requirements for and practices of academic honesty, which is important in the process of completing the personal project. The essential aspect of academic honesty is that the student acknowledges the contributions of others in the completion of the personal project and does not misrepresent work as his or her own when it is not. Students will gather information and ideas from various sources and will select what is most relevant and reliable for the completion of the project. When reporting the project, students must acknowledge these sources. • There are various internationally recognized referencing conventions. Use the convention as stated in the MYP diary. • References must be given whenever someone else’s work is quoted or summarized. References are appropriate for many different sources, including books, e-books, magazines, journals, newspapers, emails, internet sites and interviews. A reference provides all the information needed to find the source material. • References must be cited because they acknowledge the sources used, and enable the reader to consult the work and verify the data that have been presented.

  17. The Rewards • The challenges are, however, compensated for by characteristics of the personal project which make it an attractive, rewarding experience for all. • Students will be especially motivated by the fact that they can choose both the nature and the topic of their projects. Their creativity is encouraged by the aims and objectives of the personal project; the results are usually rewarding, and sometimes spectacular. • Many students will devote a great deal of time and effort to their project, and take great pride in accomplishing an extended piece of independent work. The personal project is a tangible product of their hard work and talent. • Students may come to realize that completing a personal project is also an excellent preparation for future studies. • It is a very rewarding experience for supervisors to work closely with an individual student and see what that student can achieve.

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