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A STUDENT GUIDE TO THE IB MYP PERSONAL PROJECT

Name: ______________________________ Advisory: ____________________________

THE OGDEN INTERNATIONAL SCHOOL OF CHICAGO 1250 W. Erie

Chicago, IL 60642

SCHOOL OF CHICAGO

THE OGDENINTERNATIONAL

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TABLE OF CONTENTS Introduction to the Personal Project..Page 3 What do I have to do/turn in? Page 4 What is the process journal? Page 5 What is the product/outcome?.....Page 6 What is the personal project report?..Page 7 What steps do I have to take in order to complete the Personal Project?................Page 8 Project Proposal...Pages 9-11 Research and Application....Page 12 Taking Action....Page 12 Learner Profile Connections / Reflections.Page 13 Explaining the MYP Global Contexts.Page 13 How is my project graded? .Page 14

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INTRODUCTION TO THE PERSONAL PROJECT What is a Personal Project and why do it? The personal project encourages students to practice and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. The personal project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently. Whatever type of Personal Project you decide on, it should: have a clear and achievable goal be focused on a Global Context (see page 13 for more details) allow you to express a truly personal message be the result of your initiative, creativity and ability to organize and plan reflect your special interests, hobbies, special abilities, or concerns about particular

issues deal with a topic or area to which you are committed be entirely your own workauthenticity is very important and you are 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 Ogden courses (ex. an extension of your science

fair project; a response to a novel you have read in English class.) The aims of the MYP projects 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 take pride in their accomplishments.

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WHAT DO I HAVE TO DO/TURN IN? There are four major components to the Personal Project:

1. The Process Journal A space to document the steps you take and your evolving thinking about the project from brainstorming a topic to reflecting on your final product.

2. The Product/Outcome This is the thing you produce in order to accomplish your project goal. Examples include: a video, an essay, a play, a fundraising campaign, a website, etc. You evaluate its success by measuring the product/outcome against criteria that you create in advance.

(see Creating Project Criteria page 10 of this guide) 3. Personal Project Report You must create a detailed report of your project

including evidence that you have met the Personal Project Assessment Criteria (see How is my project graded? on page 14 of this guide). The report must have a specific structure and include specific sections.

4. Interview with a teacher panel Each student will present their product and personal project report to a panel of teachers after the due date for the Personal Project. Students will be responsible for explaining the goal of the project, how they reached the goal, and what they got out of completing the Personal Project.

Process Journal

A place for: Brainstorming Planning Recording

interactions with sources (books, online sources, teachers, advisors, supervisors)

Important ideas, Reflection

Product/ Outcome

Interview with a teacher panel

Personal Project Report

Based on the goal you define. Contains evidence

that you met the assessment criteria.

Explains your process of reaching

your goal.

Can have multiple formats this is your chance to be

creative!

Evaluated based on the specifications

you create Used to score your project.

Must follow a specific structure.

Reflects on what went well, and what you would change.

Showcases your project to the

Ogden community.

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WHAT IS THE PROCESS JOURNAL? The Personal Project is more about HOW you do it than WHAT you do. The process journal will help guide you to make sure you emphasize the HOW of your work. The process journal should be updated regularly during the development of the project and should be used to record progress HONESTLY. Students should make about 2-3 process journal entries per week.

The process journal is: The process journal is not:

used throughout the project to document its development an evolving record of intents, processes, accomplishments a place to record initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised

a place for recording interactions with sources, for example teachers, supervisors, external contributors

a place to record selected, annotated and/or edited research and to maintain a bibliography

a place for storing useful information, for example quotations, pictures, ideas, photographs

a means of exploring ideas and solutions a place for evaluating work completed a place for reflecting on learning devised by the student in a format that suits his or her needs a record of reflections and formative feedback received.

used on a daily basis (unless this is useful for the student)

written up after the process has been completed

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

a diary with detailed writing about what was done

a static document with only one format.

Process Journals can be found on ogdenchicago.managebac.com To log in, students should use their CPS email address and the temporary password of: ogdenib

Students can find their Process journal by following the instructions below.

After logging in, select Personal Project from the

IB Manager dropdown selections

Click Process

Journal to make entries

Include several different types of journal entries, from simple text, to URLs, videos, pictures, and files!

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WHAT IS THE PROUCT/OUTCOME? The product/outcome of your Personal Project can be anythingYES ANYTHING! This is your opportunity to be creative, think outside the box, and do something that you might not normally be able to do in a class. In the past students have turned in demo CDs, original pieces of artwork, short stories, videos, scrapbooks, presentations, photo albums, cookbooks, performances, hand made objects, blueprints, computer animations, and so much more. There are only a few requirements for the product/outcome:

1. It must be based on your stated goal. (more information on formulating a goal can be found on page 9 of this guide)

2. It should be challenging yet achievable. 3. It must adhere to the policies stated in the Chicago Public Schools Student Code

of Conduct. Examples of Products/Outcomes:

A model of an eco-friendly home

A magazine written by teenage girls, for teenage girls.

A video tutorial of basic soccer skills A collection of pictures taken while teaching

elementary students about recycling.

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WHAT IS THE PERSONAL PROJECT REPORT? The Personal Project Report is a structured piece of writing that shows evidence of the entire process you went through to complete your Personal Project. There is a specific structure that you must follow and specific criteria that you must include.

Much of your grade on this project comes from your supervisor and the MYP coordinator reviewing the Personal Statement Report you submit. It is therefore VERY

important that the following objectives are thorough and complete.

Personal Project Cover Sheet (to be given by Mr. MacDonald)

Table of contents

An Introduction (approximately 1 page)

Personal Project Proposal (approximately 2-3 pages) (more information on Proposals can be found on pages 9-11 of this guide)

Research and Application (approximately 2-3 pages) (more information on Research and Application can be found on page 12 of this guide)

Taking Action (approximately 1 2 pages) (more information on Taking Action can be found on page 12 of this guide)

Learner Profile Connections / Reflections (approximately 1-2 pages) (more information on Reflections can be found on page 13 of this guide)

Appendices (if appropriate). This is an additional page(s) where you may include addition materials that support your project including diagrams, photographs, flow charts, sheet music, charts, graphs, and illustrations.

How long does my Personal Statement Report have to be? The length of the Personal Project Report varies, given the variety of types of projects that is acceptable. The International Baccalaureate expects students to express reflective thinking in a concise and precise manner. Therefore, the minimum length of the report is 1,500 words. The maximum length is 3,500 words. The report does not replace the product/outcome of the personal project. If the product/outcome of a project is in written form, such as an essay or novel, this is considered as distinct from the Personal Project Report.

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WHAT STEPS DO I HAVE TO TAKE IN ORDER TO COMPLETE THE PERSONAL PROJECT? **All steps are summarized below, then detailed on pages 9-13 of this guide.

1. Project Proposal

Brainstorm a goal and purpose of the goal for your project.

Identify and justify one

Global Context on which you will focus.

Decide on a challenging, yet

realistic product/outcome

that you can accomplish.

Find a supervisor

Create criteria that can be used to evaluate your product/outcome

2. Research and Application

Find a variety of relevant sources

(e.g. books, periodicals, websites,

interviews, images, etc.)

Evaluate the sources by considering:

Is the author credible?

Is the information current?

Is the information accurate?

Who is the intended audience?

Interpret the information by considering:

Why does the information matter?

How is it relevant to my stated goal?

Use the information- transfer and apply it

to your goal by: Making decisions Creating solutions Developing understanding

4. Learner Profile Connections/Reflections How did completing the project extend your

knowledge/ understanding of the topic?

How did completing the project extend your

understanding of the Global Context chosen?

How have you grown as a learner by completing the

project?

3. Taking Action Create the product/outcome defined by

your goal Evaluate the product/outcome using the

criteria you created in step 1

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PROJECT PROPOSAL 1. Formulating a goal and purpose The goal and purpose that you create will act as a guide so that you will work on only what is needed for your project. Creating a goal will help you in three (3) ways:

It will stimulate interest in your project It will help prevent you from getting overwhelmed about all the information you

may find. It will save you valuable time and energy.

To write a worthwhile goal, first answer these questions as best you can: 1. What is my real personal interest in the topic Ive chosen? 2. What knowledge do I hope to acquire by doing this project? 3. What skills do I want to develop? 4. What do I specifically want to learn about my topic? Make sure your goal is specific and tangible:

Too vague/general More specific/targeted

"Learning to rap." "I want to improve my lyrics by researching and drawing inspiration from local rappers and MCs."

"Photography." "I want to document what its like to live in Pilsen through photography."

"Making handbags. "I want to create a range of handbags using second-hand materials to promote a sustainable future."

"I want to know about pro basketball." "I want to design and test a professional basketball players training regimen."

"I want to learn to cook" "I want to know what it takes to become a chef by shadowing different professionals in the food service industry. 2. Identifying Global Context

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.

There are six Global Contexts to choose from. Each of them is described in detail on page 13 of this guide. They are:

Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development

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3. Finding a Supervisor Can I get a little help here!? The Personal Project is a large, sometimes daunting task. You may have chosen a topic or goal that you have little experience with and may not know where to start, who to talk to, or what to do. Therefore, all students must find a supervisor that can help guide them in the process of completing their personal project. Faculty members at Ogden International have special skills or areas of expertise beyond being awesome teachers. Therefore, your supervisor must be any staff member at Ogden International. It is wise to reach out to teachers and staff members who may have specific knowledge about your topic and/or you have an established, professional relationship with.

You must give your supervisor a reliable e-mail address that you check regularly Your supervisor will check in with you from time to time, but it is YOUR

RESPONSIBILITY to arrange meetings with your 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!

4. Creating Project Criteria 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 projects 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.

Students should choose at least five of the following components for their product/outcome. They should then develop descriptions that detail what a limited, adequate, substantial, and rigorous outcome would consist of. An example of a completed student criteria rubric can be found on the following page.

ASK YOURSELF: What qualities or properties should my product / outcome have in order

for me to say YES! This is exactly as I planned it.

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SAMPLE STUDENT CRITERIA RUBRIC:

Your goal: To create a vegetarian cookbook that provides educational information and easy to create recipes suitable for all ages (teen and up). Your Global Context: An inquiry into identities and relationships.

Aesthetics (Appearance, styles, color,

shape, pattern, form, texture, finish, layout)

Cost (Is there a maximum cost? Is

that a material/time

cost?)

User/Audience (Who is it for? Consider age,

gender, socioeconomic background)

Function (What is its purpose? What will it do? How easily

can it be used/maintained?)

Size/Content (Are there any specific sizes that need to be considered? Is there a particular

amount of content

required?)

1-2 Limited

- Loose pages of different recipes. - A few (3-5) photos

Unsure of cost of book.

Audience not specified or

clear.

Create a cookbook with a few snacks.

- Less than five recipes.

- No particular size.

3-4 Adequate

- A booklet containing recipes.

- A few (3-5) color photos

Each book to cost between $5-$25

Audience must be experienced cooks in order

to use cookbook.

- Create a vegetarian

cookbook that includes snacks and

desserts. - Recipes are

organized by level of difficulty.

- Between five and ten recipes - The size of a

regular cookbook

5-6 Substantial

- A booklet with gloss pages of the

recipes. - Color photos

accompany most (>75%) of the

recipes

Each book to cost between $5-15

Audience must be adults who know basic cooking

techniques in order to use cookbook

- Create a vegetarian

cookbook of snacks, desserts and main

dishes - Recipes are

organized by level of difficulty.

- Between 10-15 recipes

- The size of a medium-sized cookbook.

7-8 Rigorous

- A hardcover book with gloss pages of the recipes.

- Color photos accompany each

recipe.

Each book to cost no more than $10

Audience can be teenagers or up

who know minimal cooking techniques in order to use cookbook

- Create a vegetarian

cookbook of snack, desserts and main

dishes - Recipes are

organized by level of difficulty, and

include time needed to prepare. - Nutritional information is

included.

- Fifteen or more recipes

- 30cm X 20cm in size

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RESEARCH AND APPLICATION Here is what you need to keep in mind as you collect sources to help you compete your project: When you are able to answer the above questions, it should be easier to transfer and apply the information you gathered. In the Research and Application section of your Personal Project Report, you should answer the following:

How did I use the information I gathered to help me make decisions in moving towards my goal?

How did I use the information to help me create solutions related to my goal? How did the information help me develop a greater understanding about my

topic? TAKING ACTION This will take some time and will involve a different process from one project to another, depending on your defined product/outcome. Some important things to remember:

Plan out how you will create the product/outcome before getting started. Leave enough time to accomplish this before the deadline. Use the criteria you created to guide your work. In the Taking Action section of your Personal Statement Report, you will

evaluate you product/outcome by showing how it met or did not meet the specifications.

Use a variety of sources. Be very careful to record the bibliographic

information for every resource that you consult.

Use MLA for referencing. When your resource is a person, get the

correct spelling of their full name and record the date on which you spoke.

For websites, print off one page and get the URL and date you accessed the site.

Possible sources include: - Your supervisor - Other teachers - Books & periodicals - Adults in the community - Websites

Websites such as questiaschool.com,

www.easybib.com and www.owl.english.purdue.com

are great tools to record accurate bibliographic

information in the correct format!

When evaluating your sources, consider: Origin where did the information come

from? Purpose Why did the author write it? Value Why does its origin and purpose

make the source believable/trustworthy? Limitation Why does its origin and

purpose make the source NOT so believable/trustworthy?

As you complete your Personal Project Report, you should answer these questions for each

source, similar to an annotated bibliography in the Research and Application section

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LEARNER PROFILE CONNECTIONS / REFLECTIONS There are three big questions/prompts that should guide you in your reflection:

1. How did completing the project extend your knowledge/understanding of the topic?

2. How did completing the project extend your understanding of the chosen Area

of Interaction?

3. How have you grown as a learner by completing the project? What learner profile traits did you exhibit during your project?

You should reflect on your learning throughout the entire process and record these reflections in your Process Journal. You must explain your reflections in the Reflections section in your Personal Project Report. EXPLAINING THE MYP GLOBAL CONTEXTS

Global Context 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. 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. 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. 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. 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. 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. 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.

Process Journal

Creation of product/outcome Completion of Personal

Project Report

Selection and application of sources

Reflection