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Personal Project Student Guide And Process Journal

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Personal Project Student Guide And Process Journal

Personal Project Student Guide And Process Journal

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  • 1. 168
  • 2. 167
  • 3. _________________________________________________________ _________________________________________________________ _________________________________________________________ TABLE OF CONTENTS _________________________________________________________ _________________________________________________________ _________________________________________________________ Using this book 4 _________________________________________________________ Personal Project Timeline 5 _________________________________________________________ Calendar of dates 6-15 _________________________________________________________ Getting Started 16 _________________________________________________________ Introductory Questionnaire 18 _________________________________________________________ Topic Selection Form 21 Commitment Contract 24 _________________________________________________________ Planning Questionnaire 25 _________________________________________________________ The Design Cycle 27 _________________________________________________________ What is the Personal Project? 28 _________________________________________________________ Sample Topics and Central Areas of Interaction 30 _________________________________________________________ Written Documentation: Process Journal & Personal Statement 31 _________________________________________________________ Sample Personal Statement Outlines 34-35 _________________________________________________________ Personal Statement Checklist 36-37 _________________________________________________________ Areas of Interaction 38-43 _________________________________________________________ AoI Web 44 _________________________________________________________ AoI Key Questions 45 _________________________________________________________ Assessment Criteria 46-51 _________________________________________________________ Assessment Criteria Checklists 52-55 _________________________________________________________ Personal Project Grade Boundaries 55 _________________________________________________________ Supervisor’s Feedback 56-61 _________________________________________________________ Final Student Self-Assessment 62-64 _________________________________________________________ Bibliography Guide 65-68 _________________________________________________________ Appendix Facts 69 _________________________________________________________ Process Journal 70-166 166 3 11137
  • 4. USING THIS STUDENT GUIDE AND PROCESS JOURNAL This Student Guide and Process Journal has been created for the purpose of helping you to succeed with your Personal Project. The Student Guide section has all the information to answer your questions about the Personal Project and will be invaluable to you throughout your work. The Process Journal section begins after the Student Guide and there are several pages for you to record your progress. Some of the pages of the Process Journal are blank and some are lined. Use the Process Journal pages to write notes, draw diagrams, work through problems, record interviews, list your sources, etc. Your Process Journal is yours to use as you wish, but remember, it will form part of your overall Personal Project. Good luck and enjoy your journey. Learning is not attained by chance, it must be sought for with ardor and attended to with diligence. —Abigail Adams 4 165
  • 5. _________________________________________________________ 2009-2010 _________________________________________________________ _________________________________________________________ Phase 1: Selecting the Topic _________________________________________________________ Information Session / Preparatory pamphlet June 2009 _________________________________________________________ Complete Introductory Questionnaire June-September 2009 _________________________________________________________ Discuss topic options with supervisor Week of 28 Sept-2 October Prepare topic selection form and Commitment Contract 5-9 October 2009 _________________________________________________________ Obtain signature(s) from AoI leader(s) for chosen AoI(s) _________________________________________________________ Present final topic, title (in form of a guiding question) and Week of 12-16 October 2009 _________________________________________________________ AoIs to supervisor and to Mrs Krake (for approval) Phase 2: Planning the Project (after final approval) _________________________________________________________ Complete Planning Questionnaire 16 October– 16 November _________________________________________________________ Create a timeline that will help guide you through the 16 October– 16 November _________________________________________________________ project (this can change) _________________________________________________________ Begin research 16 October– 16 November _________________________________________________________ Discuss planning / timeline / resources with supervisor Week of 23-27 November _________________________________________________________ Phase 3: Gathering the Necessary Material _________________________________________________________ Preliminary bibliography due to supervisor Week of 30 Nov– 4 Dec _________________________________________________________ Collect & record information / data / material November ‘09– February ‘10 Phase 4: Working on the Product _________________________________________________________ Work on product, revise plans, keep journal November ‘09– February ‘10 _________________________________________________________ —meet regularly with supervisor _________________________________________________________ Finish work on product and show to supervisor Week of 15-19 February _________________________________________________________ MYP Personal Project PRODUCT Exhibition 3 March 2010 _________________________________________________________ Phase 5: Presenting the Outcome _________________________________________________________ Outline of Personal Statement due Week of 8-12 March _________________________________________________________ 1st draft of Personal Statement due Week of 22-25 March 2nd draft of Personal Statement due Week of 12-16 April _________________________________________________________ Submit final draft of Personal Statement, process jour- 7 May 2010 _________________________________________________________ nal and self-assessment (pp 62-64) to supervisor _________________________________________________________ Viva Voce by each student—15:30-16.15 15:30- 15:30 8 June 2010 _________________________________________________________ NB: Make regular entries in your process journal _________________________________________________________ throughout phases 1-4. 164 5
  • 6. September 2009 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 Classes begin 6 7 8 9 10 11 12 Jeûne Genevois No classes 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Meet with supervisor this week Seize the moment of excited curiosity on any subject to solve your doubts; for if you let it pass, the desire may never return, and you may remain in ignorance. —William Wirt 6 163
  • 7. _________________________________________________________ _________________________________________________________ _________________________________________________________ October 2009 _________________________________________________________ _________________________________________________________ Sun Mon Tue Wed Thu Fri Sat _________________________________________________________ 1 2 3 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 4 5 6 7 8 9 10 Prepare topic _________________________________________________________ selection form and Commit- ment Contract _________________________________________________________ Obtain signa- ture(s) from _________________________________________________________ AoI leader(s) for chosen _________________________________________________________ AoI(s) 11 12 13 14 15 16 17 _________________________________________________________ Present final topic, title (in _________________________________________________________ form of a guid- ing question) _________________________________________________________ and AoIs to supervisor and to Mrs Krake _________________________________________________________ (for approval) Start research _________________________________________________________ 18 19 20 21 22 23 24 _________________________________________________________ Half-term Half-term Half-term Half-term Half-term _________________________________________________________ No classes No classes No classes No classes No classes _________________________________________________________ _________________________________________________________ _________________________________________________________ 25 26 27 28 29 30 31 _________________________________________________________ Classes _________________________________________________________ resume _________________________________________________________ _________________________________________________________ 162 7
  • 8. November 2009 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 Pedagogical Day No classes 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Discuss planning / timeline / resources with supervisor 29 30 Preliminary bibliography due to supervisor Do not be desirous of having things done quickly. Do not look at small advantages. Desire to have things done quickly prevents their being done thoroughly. —Confucius 8 161
  • 9. _________________________________________________________ _________________________________________________________ _________________________________________________________ December 2009 _________________________________________________________ _________________________________________________________ Sun Mon Tue Wed Thu Fri Sat _________________________________________________________ 1 2 3 4 5 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 6 7 8 9 10 11 12 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 13 14 15 16 17 18 19 _________________________________________________________ Classes end _________________________________________________________ at mid-day _________________________________________________________ _________________________________________________________ _________________________________________________________ 20 21 22 23 24 25 26 _________________________________________________________ Winter Break Winter Break Winter Break Winter Break Winter Break _________________________________________________________ No classes No classes No classes No classes No classes _________________________________________________________ _________________________________________________________ _________________________________________________________ 27 28 29 30 31 _________________________________________________________ Winter Break Winter Break Winter Break Winter Break _________________________________________________________ No classes No classes No classes No classes _________________________________________________________ _________________________________________________________ 160 9
  • 10. January 2010 Sun Mon Tue Wed Thu Fri Sat 1 2 Winter Break No classes 3 4 5 6 7 8 9 Winter Break Winter Break Winter Break Winter Break Winter Break No classes No classes No classes No classes No classes 10 11 12 13 14 15 16 Classes resume 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Enter every activity without giving mental recognition to the possibility of defeat. Con- centrate on your strengths, instead of your weaknesses ...on your powers, instead of your problems. —Paul J. Meyer 10 159
  • 11. _________________________________________________________ _________________________________________________________ _________________________________________________________ February 2010 _________________________________________________________ _________________________________________________________ Sun Mon Tue Wed Thu Fri Sat _________________________________________________________ 1 2 3 4 5 6 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 7 8 9 10 11 12 13 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 14 15 16 17 18 19 20 _________________________________________________________ _________________________________________________________ Finish work on product _________________________________________________________ and show to supervisor _________________________________________________________ _________________________________________________________ 21 22 23 24 25 26 27 _________________________________________________________ Half-term Half-term Half-term Half-term Half-term _________________________________________________________ No classes No classes No classes No classes No classes _________________________________________________________ _________________________________________________________ _________________________________________________________ 28 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 158 11
  • 12. March 2010 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 MYP Classes Personal resume Project PRODUCT Exhibition 7 8 9 10 11 12 13 Outline of Personal Statement due 14 15 16 17 18 19 20 21 22 23 24 25 26 27 1st draft of Pedagogical Personal Day Statement due No classes 28 29 30 31 Spring Break Spring Break Spring Break No classes No classes No classes Genius is one percent inspiration, ninety-nine percent perspiration. —Thomas A. Edison 12 157
  • 13. _________________________________________________________ _________________________________________________________ _________________________________________________________ April 2010 _________________________________________________________ _________________________________________________________ Sun Mon Tue Wed Thu Fri Sat _________________________________________________________ 1 2 3 _________________________________________________________ Spring Break Spring Break _________________________________________________________ No classes No classes _________________________________________________________ _________________________________________________________ _________________________________________________________ 4 5 6 7 8 9 10 _________________________________________________________ Spring Break Spring Break Spring Break Spring Break Spring Break _________________________________________________________ No classes No classes No classes No classes No classes _________________________________________________________ _________________________________________________________ 11 12 13 14 15 16 17 _________________________________________________________ Classes resume _________________________________________________________ _________________________________________________________ 2nd draft of Personal _________________________________________________________ Statement due _________________________________________________________ 18 19 20 21 22 23 24 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 25 26 27 28 29 30 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 156 13
  • 14. May 2010 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 Submit final 8 copy of Personal State- ment, process journal and self- assessment (pp 62-64) to supervisor 9 10 11 12 13 14 15 Ascension Ascension No Classes No Classes 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Whit Monday Pedagogical Day No classes No classes 30 31 Nothing valuable can be lost by taking time. —Abraham Lincoln 14 155
  • 15. June 2010 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Sun Mon Tue Wed Thu Fri Sat _________________________________________________________ 1 2 3 4 5 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 6 7 8 9 10 11 12 _________________________________________________________ _________________________________________________________ Viva Voce by each _________________________________________________________ student— 15:30-16.15 15:30- _________________________________________________________ _________________________________________________________ 13 14 15 16 17 18 19 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 20 21 22 23 24 25 26 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 27 28 29 30 _________________________________________________________ Classes end at mid-day _________________________________________________________ _________________________________________________________ _________________________________________________________ 154 15
  • 16. GETTING STARTED The most important thing in science is not so much to obtain new facts as to discover new ways of thinking about them. —Sir William Bragg 16 153
  • 17. _________________________________________________________ WHAT STEPS SHOULD I FOLLOW? _________________________________________________________ _________________________________________________________ _________________________________________________________ Your study of ATL has prepared you for your personal project. The stages in the development of your personal project will _________________________________________________________ include the following: _________________________________________________________ • exploring and choosing at least one AoI and matching it with _________________________________________________________ a topic which has a clear focus on the dimensions of your _________________________________________________________ chosen AoI(s) • planning the project _________________________________________________________ • gathering the necessary material _________________________________________________________ • working on the project _________________________________________________________ • presenting the outcome (1. the product, 2. the personal _________________________________________________________ statement and 3. your Viva Voce) _________________________________________________________ Remember to record all information and ideas in your process _________________________________________________________ journal. _________________________________________________________ _________________________________________________________ ∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎ _________________________________________________________ _________________________________________________________ GETTING STARTED _________________________________________________________ This guide is meant to give you ideas, but your own creativity is _________________________________________________________ important. To help you get started, you could: _________________________________________________________ _________________________________________________________ 1. Remember Personal Projects you have seen from the past years _________________________________________________________ 2. Read the list of sample Personal Projects on page 30 _________________________________________________________ 3. Talk to your family, friends, teachers, supervisor, and Year 12/13's _________________________________________________________ 4. Complete the introductory questionnaire (p. 18) _________________________________________________________ 5. Write down ALL ideas in your process journal _________________________________________________________ 6. Meet with your supervisor (Meeting 1) _________________________________________________________ 7. Decide on your AoI(s) and topic. Fill out the topic selection form, on _________________________________________________________ page 21. 152 17
  • 18. PERSONAL PROJECT INTRODUCTORY QUESTIONNAIRE The Personal Project, as you are by now aware, requires you to take responsibility for your learning by researching and investigating a project of your choice. The following questions are designed to help you work out what areas you might he interested in pursuing. Fill in Questions 1-9 before you meet with your supervisor for the first time. 1. What Area(s) of Interaction do you find a particular affinity with? 2. What do you do in your spare time ? What are some of your hobbies or interests? 3. What are some of the things you do really well? (e.g. act, play piano or soccer) The real voyage of discovery lies not in seeping new landscapes but in having new eyes. — Marcel Proust 18 151
  • 19. _________________________________________________________ 4. What would you like to be better at? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 5. When it comes to writing, what types of written assignments do you most enjoy and why? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 6. What types of written assignments do you least enjoy and why? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 150 19
  • 20. 7. Think about your school and wider community. Is there any aspect of your community that really infuriates you? (eg. perhaps there aren't enough trees in your local park). 8. At this point in time, what are some of your ideas for your Personal Project? FINAL FINAL Key Advantages & PERSONAL RESULT Area(s) of Interaction that Disadvantages PROJECT (e.g. CD, are of topic IDEAS Poster, essay, Central to topic VCD, model, (select one or two) etc.) Human Ingenuity Community & Service Environments Health & Social Ed. ATL Human Ingenuity Community & Service Environments Health & Social Ed. ATL Human Ingenuity Community & Service Environments Health & Social Ed. ATL Human Ingenuity Community & Service Environments Health & Social Ed. ATL Human Ingenuity Community & Service Environments Be patient toward all that is unsolved in your heart and try to love the questions them- Health & Social Ed. selves. ATL —Rainer Maria Rilke 20 149
  • 21. _________________________________________________________ PERSONAL PROJECT TOPIC SELECTION FORM _________________________________________________________ _________________________________________________________ 1. Proposed Topic: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. What Area(s) of Interaction is central to your topic? _________________________________________________________ _________________________________________________________ Area of Interaction Explanation of how AOI is central to topic & how you plan to explore the AOI _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ (optional): _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 3. What form of presentation do you have in mind (e.g. essay, CD, _________________________________________________________ work of art, model, etc.)? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 148 21
  • 22. PP TOPIC SELECTION FORM, continued 4. What is the goal of your personal project? If your goal changes as you go through your PP, write your new goal here: 5. How do you aim to achieve this goal? Be specific. You must be the change you wish to see in the world. —Mohatma Gandhi 22 147
  • 23. _________________________________________________________ PP TOPIC SELECTION FORM, continued _________________________________________________________ _________________________________________________________ 6. What is your personal motivation for this topic? How will you be able to reflect personally on this topic? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 7. Is this a project that will maintain your interest over eight _________________________________________________________ months? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 8. Final Topic Selection Checklist: _________________________________________________________ □ My Personal Project is personal. _________________________________________________________ □ My Personal Project has a clear goal. □ My Personal Project is central to at least one AOI. _________________________________________________________ □ My Personal Project is not related to a specific subject area. _________________________________________________________ □ My Personal Project is a realistic project. _________________________________________________________ □ My Personal Project is something I can investigate and learn about. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ AoI LEADER SIGNATURE(s): ____________________________________ _________________________________________________________ STUDENT’S SIGNATURE: ______________________________________ _________________________________________________________ _________________________________________________________ SUPERVISOR’S SIGNATURE: ___________________________________ _________________________________________________________ _________________________________________________________ MRS KRAKE’S SIGNATURE: ____________________________________ 146 23
  • 24. COMMITMENT CONTRACT Read the following commitment contract carefully and then sign below. I,________________________________ , promise that I will take ad- vantage of this opportunity to direct my own learning. I will respect the deadlines, work independently, seek advice when I need it, meet with my supervisor regularly, and do my best work. If I am unable to meet these responsibilities, I understand that I will be subject to appropriate academic discipline. I also promise that the work I submit will not be plagiarized in any way and that I will document all sources. I understand that plagiarism will re- sult in a grade of "0" which would mean I am unable to receive my MYP Certificate. _______________________________ (student's signature) _______________________________ (supervisor's signature) If I were to begin life again, I should want it as it were. I would only open my eyes a little more. —Jules Kenard 24 145
  • 25. _________________________________________________________ PLANNING QUESTIONNAIRE _________________________________________________________ _________________________________________________________ 1. What material(s) do I need to do my project? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. Where do I find the necessary material(s)? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 3. Who has information about my topic? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 144 25
  • 26. 4. Do I have to carry out my own experiments? If so, describe. 5. Do I need to prepare, circulate and analyse a questionnaire or survey? If so, describe. 6. Do I need to go to libraries other than the school library? If so, which ones? 7. Do I need to visit museums? If so, describe. 8. What other resources in the community might help me? Great things are not done by impulse, but by a series of small things brought together. —Vincent Van Gogh 26 143
  • 27. _________________________________________________________ THE DESIGN CYCLE _________________________________________________________ _________________________________________________________ You are familiar with the design cycle from your DT and IT classes. Use it _________________________________________________________ to help you plan your personal project. _________________________________________________________ _________________________________________________________ _________________________________________________________ INVESTIGATION PLAN _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ EVALUATION CREATE A SOLUTION _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 142 27
  • 28. WHAT IS THE PERSONAL PROJECT? Have you ever wanted to build a musical instrument? Do you have a secret passion to write your own play? Do you want to make a difference in your community? Now is your chance! Your Personal Project is your project to do what you want to do, to show the skills you have developed over the years in your subjects and through the Areas of Interaction, and to apply them to an area or topic on which you decide. The Personal Project holds a place of special importance in the Middle Years Programme, and thus your project must be closely linked to at least one of the Areas of Interaction. Remember, you will be working on this project for an extended period of time, and your grade for the Personal Project is as important as any subject grade, so it needs to be something you really want to do. WHAT ARE THE DIFFERENT TYPES OF PERSONAL PROJECTS? There are a wide variety of forms your Personal Project could take, such as: • an original work of art (e.g. visual, dramatic, performance) • an essay: a written piece of work on a special topic (literary, social, psychological, etc.) • a piece of literary fiction (e.g. creative writing) • an original science experiment • an invention or specially-designed object or system • the presentation of a developed business, management, or organizational plan (i.e. for an entrepreneurial business or project, a special event, or the development of a new student or community organisation). WHAT DOES DOING A PERSONAL PROJECT INVOLVE? Your Personal Project must include a process journal, a product, and a personal statement in the form of a piece of structured writing. If your project is an essay, the essay itself will contain the requirements of the personal statement. HOW DO I START? After you read the student guide (first part of book) and attend the information sessions, go to page 16 for a specific outline of how to get going on your Personal The best job goes to the person who can get it done without passing the buck or com- Project. ing back with excuses. —Napoleon Hill 28 141
  • 29. _________________________________________________________ WHAT SHOULD I CONSIDER WHEN SELECTING A TOPIC? _________________________________________________________ Whatever form you decide on, your Personal Project should: _________________________________________________________ • have a clear and achievable goal _________________________________________________________ • have at least one Area of Interaction which is central to your topic • 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 work - plagiarism will result in a grade of "0" which will mean not receiving your MYP certificate _________________________________________________________ Your Personal Project must not: _________________________________________________________ • be part of any assessed course work (current or past) • destroy your personal and social life, nor interfere with your studies, _________________________________________________________ even though it will involve many hours of work _________________________________________________________ • be too closely linked to any specific subject _________________________________________________________ • be a topic you can copy from a book or a general topic (e.g. "Reggae Music"), but should be a question or a challenge you can answer or _________________________________________________________ meet. _________________________________________________________ Additional points to consider: • you must think of the idea first, and then rework it so that one AOI is _________________________________________________________ central to it _________________________________________________________ • your personal project can be written in any of the IB languages _________________________________________________________ (English, French, Spanish, Chinese) • it can be done in cooperation with other students as long as each _________________________________________________________ student's work can be marked individually and separately and the _________________________________________________________ success of the projects is not dependent on each other • it must be completed with the guidance of your supervisor (a teacher _________________________________________________________ at school who does not need to be an expert on your idea). You can _________________________________________________________ get help from other people as long as you record this. WHY DO A PERSONAL PROJECT? _________________________________________________________ • you get to determine what you learn _________________________________________________________ • you can choose something that interests you _________________________________________________________ • you get an opportunity to show your understanding of the Areas of Interaction _________________________________________________________ • it is excellent preparation for the IB-diploma Extended Essay in Years _________________________________________________________ 12 and 13 • you will get an MYP Graduation Certificate if your earn a "3" or more _________________________________________________________ 140 29
  • 30. SAMPLE PERSONAL PROJECT TOPICS CENTRAL AOI ▫ designing an evening dress and investigating the history of clothing design Human Ingenuity ▫ designing and constructing a beach trolley/chair and exploring the history of such Human Ingenuity ▫ composing a musical score for part of a school play and looking at the history of musicals Human Ingenuity ▫ writing and illustrating a children's book and researching the ways you learn best Approaches to Learning ▫ manipulating digital photographs to heighten their impact and analyze the works of others Human Ingenuity ▫ creating a website for a Karate club Community Service ▫ creating a new sport for a specific age group Health & Social Education ▫ designing and creating a model of an environmentally friendly vehicle Environments ▫ creating a video of ISG and Geneva for new students Community & Service ▫ teaching women in slums to make stuffed dolls Community Service ▫ creating a mural about homelessness and study other such projects Human Ingenuity ▫ creating a documentary on dance and its health benefits Health & Social Education 30 ▫ creating an interactive periodic table website and inquire into its possible influence on learning Human Ingenuity ▫ researching, designing, and constructing jigsaw puzzles for children with research on learning styles Approaches to Learning ▫ designing a healthy menu for the cafeteria Health & Social Education ▫ designing a magazine for teenagers Health & Social Education ▫ writing a collection of poetry concerning risks to the Environment Environments ▫ designing and drawing a mural in a specific location Environments ▫ designing a bicycle path and researching the history and development of other such paths Human Ingenuity ▫ designing and building a solar cooker Environments ▫ designing a lettering style to go with a range of products and investigating its advantages Human Ingenuity ▫ creating and printing new uniforms suitable for teenagers Health & Social Education ▫ writing an essay on computers and dehumanization Health & Social Education ▫ writing a business proposal on how to improve recycling at Nations Environments 139 If the power to do hard work is not a skill, it's the best possible substitute for it. —James A. Garfield
  • 31. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ WRITTEN DOCUMENTATION: _________________________________________________________ _________________________________________________________ _________________________________________________________ THE PROCESS JOURNAL _________________________________________________________ _________________________________________________________ _________________________________________________________ & _________________________________________________________ _________________________________________________________ THE PERSONAL STATEMENT _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 138 31
  • 32. WRITTEN DOCUMENTATION OF YOUR PERSONAL PROJECT In addition to working on your actual “product” you need to keep a process journal throughout the duration of your project and write a personal statement after completing your product (unless you choose to write an essay - in which case you incorporate the essay with the personal statement). A. The PROCESS JOURNAL Your process journal (this book) should have all your rough ideas, rough drawings, ideas you thought of with supervisors or other people, interviews you may have conducted, notes and bibliographic information from sources you may have consulted, reflections on the process itself (challenges, potential solutions), etc. Your process journal is a practical workbook for your rough notes. It need not be neat, but should be honest and filled in regularly to show you how your project is developing. Your process journal will help you write your personal statement and show your level of Personal Engagement with the Project If you run out of pages in this process journal, use another plain notebook for your second one. At least once each week, you should write in your process journal. What should you include in your process journal? • all ideas you have, even if you don't end up using them • a list of what you've done • resources you've consulted (record complete bibliographical details) notes from your research (including interviews) • challenges and difficulties you have, including potential solutions and diagrams, charts, samples, sketches, photos, etc. • an evaluation of your progress (are you achieving your goals?) • areas that you need to improve upon • lists of things to do • information about your focus Area of Interaction and how you believe it is central to your topic • research about the focus Area of Interaction to make the concepts clearer B.The PERSONAL STATEMENT What is a personal statement? • It is the written reflection that you do on your project • It is a thorough reflection on both the process and product • It includes much of what you recorded in your process journal • It is the part of your Personal Project that is assessed That is what learning is. You suddenly understand something you've understood all • It is PERSONAL. your life, but in a new way. —Doris Lessing 32 137
  • 33. _________________________________________________________ How should a personal statement be organised? _________________________________________________________ The whole of your Personal Project should be organised as follows: • a title page that includes the title of your project and your name. You can use _________________________________________________________ photos or graphics if you want _________________________________________________________ • an acknowledgements page. This is optional, but it is a chance to acknowledge (or thank) all those people who helped or inspired you in completing your _________________________________________________________ Personal Project _________________________________________________________ • a detailed table of contents (include all subheadings in the main body as well as page numbers. Make your subheadings specific to your topic) _________________________________________________________ • an introduction, defining the goal of the project and an explicit focus on the chosen AOI(s), and providing a detailed outline of how you attend to achieve _________________________________________________________ the goal _________________________________________________________ • a description and reflection of the process, including production steps, the characteristics, aspects, or components of the work and details of the _________________________________________________________ problems/ difficulties encountered and how they were overcome _________________________________________________________ • analysis of the inspiration, research and influences guiding the work, the analysis of the research/findings and decisions made, the resulting product _________________________________________________________ and the process in terms of the goal and its central AOI(s) chosen (if you have chosen to write an essay, the essay itself forms the main part of this analysis) _________________________________________________________ • a conclusion, where you reflect on the impact of your project and on new _________________________________________________________ perspectives that could be considered • the word count, put discreetly after your conclusion _________________________________________________________ • page numbers _________________________________________________________ • charts, diagrams, photos of the process/product (if you include these, you must label them and refer to them in the body of your personal statement. They _________________________________________________________ must also be relevant) • bibliography, properly formatted (for more details on writing bibliographies, see _________________________________________________________ pages 65-68) _________________________________________________________ • an annex, if necessary. If you include one, you must label it and refer to it in the body of your personal statement. (for more details, see page 69.) _________________________________________________________ _________________________________________________________ What is a good personal statement? A good personal statement: _________________________________________________________ • gives thorough answers to all the questions that are in the sample outline (see pages 34-35) _________________________________________________________ • can be described by the highest achievement level of the assessment criteria _________________________________________________________ (see pages 46-51) • includes all the relevant information from your process journal (see pp 70-166) _________________________________________________________ • is highly reflective and concise and is a genuine PERSONAL response. _________________________________________________________ How long should the personal statement be? _________________________________________________________ • If your product is creative, your personal statement must be no longer than 3000 words _________________________________________________________ • If your product is an essay, your essay/personal statement (integrated _________________________________________________________ together) must be no longer than 4000 words. 136 33
  • 34. SAMPLE OUTLINES OF 3 DIFFERENT PPs REQUIRED GENERAL OUTLINE OF SAMPLE 1: ESSAY STRUCTURE PERSONAL STATEMENT (together with personal statement) Title Page Give a clear title (not "Personal Statement") Poverty in my City: How Can it Be that indicates your project Explained? Table of List sections, sub-sections, and page Titles of sections and sub-sections specific Contents numbers (make them specific to your topic) to the essay (and page numbers) Introduction • What is your PP? Areas of Interaction: HSE, Env • What is your goal? Goal: to understand the causes and effects • What Area(s) of Interaction is/are central to of poverty in my city your goal?(describe and justify) Outline: general review of poverty through • How did you aim to achieve this goal? local statistics; main aspects of poverty and (outline) its causes or consequences in terms of health, education, and local environment Description • What techniques did you choose to enable • research by reading various documents of Process you to achieve your goal? and statistics • Why did you choose these techniques and • interview social workers, sociologist, not others: (justify your selection) psychologist, poor people in different parts of the city • analyse police data and information • writing process: planning, drafting, editing Analysis of • What information did you research and how • show contrast between what different the was it relevant to the goal and AoI(s) of sources say about the main causes and inspiration, Your PP? consequences of poverty in my city research and • What evidence do you have to support • analyse how the consequences of poverty influences what you learned? (refer to what you affect health & education of the poor in guiding the learned from doing research; cite what you my city work learned using footnotes, endnote, or • analyse how poverty affects the parenthetical references) environment where people live (may be • What is your personal response to what related to housing, pollution, other factors) you've learned? • review the process in terms of difficulties encountered and ways you attempted to solve them Conclusion • What were the strengths and weaknesses • identify the main causes and of your PP at all the different stages of consequences of poverty in my city that development? affect health, education, and environment, • How could you have tackled the project according to my research differently? • evaluate each step of your process • How would you assess the achieved results strengths and weaknesses (the product) in terms of your goal and the • evaluate the quality of your essay focus on your AoI(s)? • what would you do differently next time? • Can you summarize the overall perspecti- • formulate a new question: how do ves/ideas/conclusions related to your PP? changes in the surrounding environment • What new questions do you now have? improve the quality of life of poor people? Bibliography All works you used should be properly cited Books, newspapers, magazines, in the bibliography (and referred to in the interviews, websites body) Appendices, Include any extra but relevant information in Statistics, graphics, histograms, question- Hide not your talents, they for use were made. What's a sundial in the shade? if an appendix. Label each appendix and refer naire used for interviews, other material if —Benjamin Franklin appropriate to it in the body of your writing relevant 34 135
  • 35. _________________________________________________________ ON POVERTY IN MY CITY _________________________________________________________ SAMPLE 2: MURAL SAMPLE 3: FUND-RAISING _________________________________________________________ (personal statement) (personal statement) Creating a Mural about Poverty in My City Fighting Poverty in My City: A Fund-Raising Drive _________________________________________________________ _________________________________________________________ Titles of sections and sub-sections specific to the essay (and page numbers) Titles of sections and sub-sections specific to the essay (and page numbers) _________________________________________________________ Areas of Interaction: Env, C&S Areas of Interaction: C&S Goal: to sensitize people in my school to the conditions of Goal: to find ways in which different groups of people _________________________________________________________ poverty in my city can take action to fight poverty in my city Outline: review poverty in my city; consider ways of con- Outline: review poverty in my city; find out about people _________________________________________________________ veying a feeling & a message; consider how it will impact on the visual environment; draw my way of perceiving it; and organisations fighting poverty; evaluate ways of contributing; consider impact on the community and _________________________________________________________ seek feedback from others; consider the impact on the community; complete the mural; reflect on your service to your contributions; decide on processes, procedures, and beneficiaries; organise the fund drive community _________________________________________________________ _________________________________________________________ • investigate different sources about art and poverty in my • investigate poverty in the city and organizations that city and the possible impact on the visual environment already work with poor people _________________________________________________________ • choose aspects of poverty and the local community to • interview and gather data about needs and possible be reflected in the mural action _________________________________________________________ • choose techniques • choose strategy to organize and publicize the fund • Sketch drive _________________________________________________________ • get feedback and adapt drawing • organize and complete the fund drive • complete final product (and get feedback) • follow up with beneficiaries _________________________________________________________ • show how symbols of poverty are used • briefly describe and analyse the different ways institu- _________________________________________________________ • explain how to produce desired impact in the community tions raise money to fight poverty and how their ac- • show contrast between own interpretation (of symbols, tions make a difference _________________________________________________________ techniques, colours) with feedback of others • analyse the way fund-raising was carried out to make • evaluate the changes introduced to mural it appealing and effective _________________________________________________________ • • analyse the characteristics of the audience analyse the choice of location for the mural to create • review the process in terms of difficulties encountered and how these were overcome _________________________________________________________ social awareness and benefit to the visual environment • analyse the impact on the community of activities such as this _________________________________________________________ _________________________________________________________ • evaluate whether the mural has been able to reflect the environmental problems linked to poverty in the city • reflect on C&S through the impact this type of activity may have on the ones who benefit from fund-raising _________________________________________________________ • evaluate each step of your process, including its strengths and weaknesses • evaluate each step of your process strengths and weaknesses reflect on the impact mural has had on community assess the impact of the project on people who bene- _________________________________________________________ • • formulate new questions: (a) is a mural a good way to • fited from the fund-raising sensitize people to a problem? (b) what other means • review the outcome (money raised vs. expectations), _________________________________________________________ could have been used? involvement of others, responses • evaluate the quality of your mural • indicate other ways to help fight poverty in terms of _________________________________________________________ • what would you do differently next time? • C&S give overall perspective on how the project changed _________________________________________________________ • me evaluate the quality of your organisation • what would you do differently next time? _________________________________________________________ _________________________________________________________ Books, newspapers, magazines, interviews, websites Books, newspapers, magazines, interviews, websites _________________________________________________________ Pictures, photos, lists of artists, art movements that Questionnaire used for the interview and supporting sta- inspired me tistics 134 35
  • 36. PERSONAL STATEMENT CHECKLIST Use this checklist after you've completed your personal statement. My title page contains my name and a title that is specific to project (graphics are optional). I have a table of contents that lists page numbers and sub headings that are specific to my topic. I have an introduction. I clearly described what my goal was. I clearly described and justified the AoI(s) that are central to my PP. I gave a detailed outline of how I aimed to achieve my goal. I selected and used a variety of appropriate resources in my personal statement. I analysed/evaluated this information critically. I acknowledged the sources of information properly (i.e, used footnotes, endnotes, or parenthetical references in the body of my statement and a properly cited bibliography after the conclusion). I chose and described the applied techniques/steps relevant to my PP's goal. I explained why I chose a specific technique (or made a specific decision) and not another one (e.g. why I chose a certain colour/ image/idea etc.). Where appropriate, I included photos or diagrams or graphs that are clearly labeled and integrated into the text. I analysed the information I learned/used in terms of my goal(s). I analysed the information I discovered in terms of my AOI focus. I expressed personal thought/opinion. I supported arguments with evidence. A life spent in making mistakes is not only more honorable but more useful than a life I responded thoughtfully to my ideas and inspiration for the Personal spent doing nothing. Project. —George Bernard Shaw 36 133
  • 37. _________________________________________________________ PERSONAL STATEMENT CHECKLIST, continued _________________________________________________________ _________________________________________________________ _________________________________________________________ I discussed to what extent my initial goal was achieved in relation to my end product. _________________________________________________________ I assessed the quality of my product and what I learned in terms of my AOI _________________________________________________________ focus. I identified the strengths and weaknesses of my project at different stages. _________________________________________________________ I explained what I would do differently next time if I were to do this again. I discussed what new questions or ideas I have about my product/topic now _________________________________________________________ that I have finished it. _________________________________________________________ I reflected on what I learned about myself from doing this project. _________________________________________________________ I put the word count after my conclusion, before my bibliography. _________________________________________________________ My bibliography is properly cited and ordered alphabetically. _________________________________________________________ (Optional): I put extraneous information in an appendix. ⇒ If I used appendices, I labeled each one clearly with Appendix A (or _________________________________________________________ B...) as well as a specific title. _________________________________________________________ ⇒ If I used appendices, I referred to each one in the body of my personal statement (e.g. In Appendix A....). _________________________________________________________ ⇒ If I used appendices, I put them after the bibliography. _________________________________________________________ _________________________________________________________ I used sub-headings specific to my topic throughout the body of my personal statement. _________________________________________________________ I presented information clearly and neatly: _________________________________________________________ I typed my project in an easy-to-read font. I used standard margins. _________________________________________________________ I put page numbers on each page. I spell-checked my personal statement. _________________________________________________________ I edited my personal statement carefully. _________________________________________________________ I collated (stapled or put in folder or bound) my personal statement. I expressed reflective thinking in a concise and precise manner (avoided _________________________________________________________ repetition and needless words). _________________________________________________________ I adhered to the word count (less than 3000 words for a creative project; less than 4000 words for a combined essay/personal statement). _________________________________________________________ _________________________________________________________ I reviewed the assessment criteria (pages 46-51) to make sure my personal _________________________________________________________ statement is the best I can make it. I completed the self-assessment form on pages 62-64 after I finished the final _________________________________________________________ copy of my personal statement. _________________________________________________________ I am proud of my personal statement. 132 37
  • 38. THE AREAS OF INTERACTION Nothing is a waste of time if you use the experience wisely. —Rodin 38 131
  • 39. _________________________________________________________ THE AREAS OF INTERACTION (AoIs) _________________________________________________________ The Areas of Interaction form the basis of the MYP and are at the core of _________________________________________________________ your subjects. The AOIs help you to develop greater global awareness, _________________________________________________________ international understanding, and an appreciation of cultural diversity. _________________________________________________________ The Areas of Interaction are central to the Personal Project. When _________________________________________________________ selecting your topic, you must ensure that your topic and goal focus on _________________________________________________________ one or more of the Areas of Interaction: approaches to learning (ATL), community and service (C&S), human ingenuity (HI), environments _________________________________________________________ (Env), and health and social education (HSE). Your topic must allow for a _________________________________________________________ further exploration of an AOL . You will be assessed on your use and exploration of one or more AOIs in three assessment criteria (A, D, and _________________________________________________________ F— see pages 46-51). _________________________________________________________ _________________________________________________________ APPROPRIATE VS. INAPPROPRIATE PERSONAL PROJECT TOPICS _________________________________________________________ AOI APPROPRIATE TOPIC INAPPROPRIATE TOPIC _________________________________________________________ (AOI is central to topic) (AOI is not central to topic) _________________________________________________________ Approaches to Teaching hearing-impaired Designing a dress (you might _________________________________________________________ Learning children how to read (deals with deal with how you learn, but how they learn) this is not central to your _________________________________________________________ topic) _________________________________________________________ Community and Teaching women in the slum how Performing a song you wrote Service to make stuffed animals for profit (C&S isn't central to your _________________________________________________________ (you are out in the community topic) _________________________________________________________ performing a service) _________________________________________________________ Human Manipulating digital photos to Making a model car _________________________________________________________ Ingenuity create new images that shock (HI isn't central to this) the audience (impact, _________________________________________________________ development, creation, ethics are _________________________________________________________ central). _________________________________________________________ Health and Creating a healthy menu for the Writing a play (while the Social cafeteria (physical health is theme could be HSE related, _________________________________________________________ Education central to topic) it isn't central to the project) _________________________________________________________ Environments Conducting a campaign to help Making a chair out of recy- _________________________________________________________ Nations reduce its paper usage cled parts (using recycled _________________________________________________________ (the environment is central to parts does not make topic topic) central to the environment) 130 39
  • 40. Approaches to Learning (ATL) Key Questions: • How do I learn best? • How do I know? • How do I communicate my understanding? ATL is automatically related to the Personal Project. This area enables you to take responsibility for your own learning. It is concerned with the development of effective study skills, of critical and independent thought, and the ability to solve problems and make decisions. In your individual work, you should develop organizational skills, collaborative skills, communication skills (written and oral), in- formation literacy (i.e. the ability to find and evaluate information), problem solving and thinking skills, and reflection skills. All Personal Projects will demonstrate your ATL skills. For a Personal Project to have ATL as its focus, however, the project must be focused on learning. For example, a project that involves organizing educational activities with young hearing-impaired children would involve a study of how this disability affects learning. Community and Service (C&S) Key Questions: • How do we live in relation to each other? • How can I contribute to the community? • How can I help others? Community and Service encourages you to become a more responsible citizen both through a greater understanding of the world around you as well as through actively participating in service projects. If your Personal Project has C&S as its central AoI, your project could show a greater awareness of the needs of the community and your role within the commu- nity. Equally, your Personal Project could lead to you becoming actively involved in a community service aspect. Reflection upon your C&S experi- ence in Years 9 and 10 should help you to become aware of your own strengths and weaknesses, and may enable you to look at how your own community involve- ment can develop. Please note that simply performing something does not make it a community service. Remember that community and service must be the focus of your Personal Project (and evident in your goal) for it to be considered central to your Personal Project. Experience is not what happens to you; it is what you do with what happens to you. —Aldous Huxley 40 129
  • 41. _________________________________________________________ Human Ingenuity (HI) _________________________________________________________ Key Questions: _________________________________________________________ • Why and how do we create? • What are the consequences? _________________________________________________________ _________________________________________________________ Human Ingenuity involves learning about creativity, action and thought, both in and outside the classroom. It allows you to appreciate the human capacity to invent, _________________________________________________________ create, transform, enjoy and improve the quality of life. It encourages you to see the relationships between science, aesthetics, technology, and ethics. One of the best _________________________________________________________ ways to view Human Ingenuity is as a cycle, not unlike the DT/IT design cycle. _________________________________________________________ Many areas of human activity can be explored through Human Ingenuity, including: • systems (laws, governments, transport, education, health care) _________________________________________________________ • communication, (which may include statistics, language, codes) _________________________________________________________ • technology (buildings, machinery, tools) • thought (principles, concepts, ideas, opinions, attitudes) _________________________________________________________ • art (painting, sculpture, embroidery, theatre, music) • culture (fashion, rituals, food) _________________________________________________________ _________________________________________________________ Just as all Personal Projects will somehow involve ATL skills, all projects will involve Human Ingenuity to some extent. However, for a personal project to have HI as _________________________________________________________ its central AOI, you must go beyond presenting your product as an example of human creativity (i.e. "I made it, therefore it's Human Ingenuity" will result in _________________________________________________________ poor results in 3 criteria). For Human Ingenuity to be central to your Personal _________________________________________________________ Project, you must question and investigate the creative process, reflect on your own and others' involvement in it, engage with the product, and reflect _________________________________________________________ on its role and context. Describe Human Ingenuity as a cycle. _________________________________________________________ Useful words to remember and to use in your reflection are 'origins', 'context', _________________________________________________________ 'impact', 'product' and 'development'. For example, if you are preparing a Per- sonal Project which involves building or designing a bridge (product), you might ask _________________________________________________________ questions about how the idea for the bridge came about (origins), who or what influ- _________________________________________________________ enced you (context), how you expect your bridge to affect people (impact), and how the bridge might be used in the future (development). Also, you must remember _________________________________________________________ that Human Ingenuity relates as much to yourself as it does to something you are _________________________________________________________ learning about. It may be helpful to ask yourself questions related to ethics: "Am I making decisions in the right way?" and "What sort of values am I using while I _________________________________________________________ complete this project?" Both are very good Human Ingenuity questions, because they are a reflection on how you as person are developing your 'product' - the Per- _________________________________________________________ sonal Project. _________________________________________________________ _________________________________________________________ NOTE: The diagram on the following page is useful in helping you describe _________________________________________________________ Human Ingenuity as a cycle. _________________________________________________________ 128 41
  • 42. The important thing is not to stop questioning. —Albert Einstein 42 127
  • 43. _________________________________________________________ Environments (Env) Key Questions: _________________________________________________________ • Where do we live? _________________________________________________________ • What resources do we have or need? • What are my responsibilities? _________________________________________________________ You are confronted every day by global environmental issues, at home, at school and _________________________________________________________ in your immediate surroundings, all of which require attention and involve decision making. In your Personal Project, you could examine one of these environmental _________________________________________________________ issues and even develop a solution for it. Environments involves you in understanding the issues surrounding your place in the world and the responsibilities that you (and all _________________________________________________________ people) have in ensuring that your legacy is that of a clean healthy planet. _________________________________________________________ In the Personal Project, you could choose to explore issues such as: • the interdependence of human and other forms of life _________________________________________________________ • the consequences of human manipulation of the environment _________________________________________________________ • pollution and population growth • the links between health and changes to the environment _________________________________________________________ • world problems and common issues • local, regional, national and international responsibilities _________________________________________________________ • the environmental choices and opportunities offered by technology _________________________________________________________ • the political responsibility of each individual _________________________________________________________ Health and Social Education (HSE) _________________________________________________________ Key Questions: • How do I think and act? _________________________________________________________ • How am I changing? _________________________________________________________ • How can I look after myself and others? _________________________________________________________ Four Strands of Health and Social Education 1. Looking after ourselves _________________________________________________________ 2. Understanding ourselves _________________________________________________________ 3. Ourselves and others 4. Ourselves in the wider society _________________________________________________________ Health and Social Education gives you the opportunity to explore, learn and discuss a _________________________________________________________ wide variety of topics which contribute to a physically and mentally healthy life. HSE aims to educate the whole person, mentally and physically. _________________________________________________________ As you plan your Personal Project, you might explore topics that involve making informed decisions and taking responsibility for your own well-being and for the people _________________________________________________________ and world around you. Developing an action plan to stop school bullying and creating a _________________________________________________________ healthy menu for the cafeteria are two sample Personal Projects that would be central to HSE. Other issues you could explore include hygiene, physical and mental health, _________________________________________________________ rest, exercise, leisure, alcohol, drugs, adolescence, emotions, family life, sexual is- sues, peer _________________________________________________________ influences, advertising, media, interpersonal relations, self-respect, family relations, _________________________________________________________ school, peers, safety, firearms, vandalism, poverty, delinquency. _________________________________________________________ 126 43
  • 44. I H Somehow I can't believe that there are any heights that can't be scaled by a man who knows the secrets of making dreams come true. This special secret, it seems to me, can be summarized in four C s. They are curiosity, confidence, courage, and con- stancy, and the greatest of all is confidence. When you believe in a thing, believe in it all the way, implicitly and unquestionable. —Walt Disney 44 125
  • 45. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Approaches How do I learn best? How do I know? To _________________________________________________________ Learning How do I communicate my understanding? What sort of learner am I? _________________________________________________________ How can I research effectively? How can I organise my time and my materials well? What have I learned and done well this term? _________________________________________________________ What role(s) do I play in a group? NB: This AoI may only be selected as a personal project focus ONLY if the pro- _________________________________________________________ ject centers around someone else’s learning. _________________________________________________________ Community What do I know and understand about others around me? and How can I contribute to the community? _________________________________________________________ Service How can I help others? What does "community" mean? _________________________________________________________ What makes a community? How are communities similar? _________________________________________________________ What can I learn about myself through serving others? _________________________________________________________ _________________________________________________________ Human How and why do we create? Ingenuity What are the consequences of creating? _________________________________________________________ Origin: How did the creation start? Who thought of it? Process: What steps are taken to produce the creation? How does it change? _________________________________________________________ Development: How has the creation been modified? What else does it lead to? Context: What is the historical / social / cultural / religious context of the creation? _________________________________________________________ Impact: How does the creation affect individuals and/or society? Product: What is the creation? What is it made of? How is it made? _________________________________________________________ _________________________________________________________ Environments Where do we live? What resources do we have or need? _________________________________________________________ What are my responsibilities? What environments am I a part of? _________________________________________________________ How do I affect the environment? How am I affected by the environment? _________________________________________________________ _________________________________________________________ _________________________________________________________ Health How do I think and act? and How am I changing? _________________________________________________________ Social How can I look after myself and others? How can I increase my self-esteem? How can Education we resolve crises? _________________________________________________________ How can I make wise decisions when faced with many choices? How can I differentiate between needs and wants? To what extent do I act responsibly _________________________________________________________ in groups? How can I express my needs clearly and appropriately? _________________________________________________________ To what extent am I aware of the different standards of living of people around me? To what extent am I aware of potential global health and environmental risks? How can _________________________________________________________ I deal with situations of bullying, harassment, or prejudice? To what extent am I aware of the relationship between lifestyle choices and leading causes of death? 124 45
  • 46. Assessment Criteria Don’t agonize. Organize. —Florynce Kennedy 46 123
  • 47. _________________________________________________________ Once you’ve finished your product and have used your process journal to write your Personal Statement, your Personal Statement will be assessed using the following _________________________________________________________ seven criteria. _________________________________________________________ MYP Personal Project Assessment Criteria _________________________________________________________ Criteria Total Points _________________________________________________________ Criterion A Planning and Development 4 Criterion B Collection of Information/Resources 4 _________________________________________________________ Criterion C Choice and Application of Techniques 4 _________________________________________________________ Criterion D Analysis of Information 4 _________________________________________________________ Criterion E Organization of Written Work 4 Criterion F Analysis of Process and Outcome 4 _________________________________________________________ Criterion G Personal Engagement 4 _________________________________________________________ TOTAL POINTS POSSIBLE 28 _________________________________________________________ Criterion A: Planning and Development Maximum level: 4 _________________________________________________________ Students should be aware that it is essential to define a clear goal before starting _________________________________________________________ detailed research and work. A goal can be defined as a statement, or one or more key questions, which identify the focus of the personal project based on one or more _________________________________________________________ areas of interaction. The goal may alter during the course of the personal project but students need to state and explain clearly the reason(s) for a change in goal. _________________________________________________________ Evidence of students’ achievement in this criterion will be found in the introduction, the body of the work and the conclusion. _________________________________________________________ Level Descriptor _________________________________________________________ _________________________________________________________ 0 The student has not reached a standard described by any of the descriptors given be- low. _________________________________________________________ 1 The student identifies the goal of the personal project but does not provide an out- _________________________________________________________ line of how he/she aims to achieve this goal. _________________________________________________________ 2 The student identifies and describes the goal of the personal project, states the focus on the chosen area(s) of interaction and provides a simple outline of how he/she _________________________________________________________ aims to achieve this goal. _________________________________________________________ 3 The student identifies and clearly describes the goal of the personal project, describes the focus on the chosen area(s) of interaction and provides a _________________________________________________________ coherent account of how he/she aims to achieve this goal. The development of the personal project is generally consistent with this description. _________________________________________________________ _________________________________________________________ _________________________________________________________ 4 The student identifies and clearly describes the goal of the personal project within a context, develops and justifies the focus on the area(s) of _________________________________________________________ interaction and provides a coherent and thorough description of how he/she aims to achieve this goal. The development of the personal project is totally consistent with this _________________________________________________________ description. 122 47
  • 48. Criterion B: Collection of Information/Resources Maximum level: 4 This criterion allows the student to demonstrate the ability to collect relevant information from a variety of sources and to compile a bibliography of sources used in the project. Students should select sufficient information and appropriate resources to substantiate all arguments and/or to support the project. Students should also acknowledge their sources of information clearly in the body of their text through clear referencing. Level Descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 Few sources of information and resources have been collected, or the majority are ir- relevant to the goal of the personal project. The student has provided a summary bibli- ography, where many elements are missing. Few references are made in the text to sources of information used. 2 The student has chosen and used a limited amount of relevant information and re- sources, from a limited number of appropriate sources. A bibliography has been com- piled with most elements present and/or appropriately presented. Some references are made in the body of the text and appendices, where appropriate. 3 The student has chosen and used a good amount of relevant information and resources, from a fairly extensive number of appropriate sources. A bibliography has been com- piled with all important elements present and/or appropriately presented. Detailed ref- erences are made in the body of the text and appendices, where appropriate. 4 The personal project contains excellent, relevant information and resources from a wide variety of appropriate sources. The bibliography is complete and well presented, with clear references to sources in the body of the text and appendices, where appropriate. Criterion C: Choice and Application of Techniques Maximum level: 4 This criterion assesses students’ abilities to choose techniques relevant to the personal pro- ject’s goal, as defined by the key questions, or statement of intent of the personal project. Stu- dents should justify this selection and apply the chosen techniques consistently and effectively. Students should choose a goal that is achievable. Because of circumstances that may be be- yond their control, students may find that unforeseen difficulties prevent successful completion of ambitious projects. These types of ambitious personal project may still result in a good level of achievement for this criterion. Level Descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 Large parts of the project are not relevant in terms of the goal that had been identified by the student. The techniques used are largely inappropriate and inadequately applied. 2 The techniques chosen vary in their appropriateness, with some being applied to an acceptable standard in order to contribute to the achievement of the goal. The student begins to provide justification for the use of the chosen techniques. 3 The techniques chosen are generally appropriate and well applied to contribute to the achievement of the goal. The student provides some justification for the use of the chosen techniques. 4 The student has chosen absolutely appropriate techniques, provided specific justifi- You must do the thing you think you cannot do. cation for their choice and applied them effectively, to achieve the stated goal. —Eleanor Roosevelt 48 121
  • 49. _________________________________________________________ Criterion D: Analysis of Information Maximum level: 4 _________________________________________________________ This criterion measures students’ abilities to analyse information in terms of the personal project’s goal and focus on the chosen area(s) of interaction. Students should express personal thoughts _________________________________________________________ and support arguments with evidence. _________________________________________________________ Level Descriptor _________________________________________________________ 0 The student has not reached a standard described by any of the descriptors given below. _________________________________________________________ 1 The personal project contains little reflection in terms of the goal and focus on the chosen area(s) of interaction, and is largely narrative/descriptive. The student misses _________________________________________________________ many opportunities for personal treatment of the topic/theme. _________________________________________________________ 2 The personal project contains some reflection in terms of the goal and focus on the _________________________________________________________ chosen area(s) of interaction. Personal thought is mostly supported with arguments and evidence. _________________________________________________________ 3 The personal project contains significant reflection in terms of the goal and focus on the _________________________________________________________ chosen area(s) of interaction. The student generally supports personal thought with arguments and evidence. However, some opportunities for analysis are not pursued. _________________________________________________________ 4 The personal project clearly shows the depth of reflection and vitality of the student’s own ideas and vision. The student consistently supports a truly personal response to _________________________________________________________ the topic with arguments and evidence. _________________________________________________________ _________________________________________________________ Criterion E: Organization of the Written Work Maximum level: 4 _________________________________________________________ This criterion focuses on the presentation of the written work (including title page, contents page and page numbering, overall neatness, the appropriate use of graphs, diagrams and tables, _________________________________________________________ where appropriate). It also assesses the internal structure and coherence of the work. _________________________________________________________ Level Descriptor _________________________________________________________ 0 The student has not reached a standard described by any of the descriptors given below. _________________________________________________________ 1 The written work is poorly organized, lacking a sensible order and coherent structure. _________________________________________________________ The presentation of the work (for example, table of contents and page numbering) is lacking in several respects. _________________________________________________________ _________________________________________________________ 2 The student has made some attempt at logical organization and an attempt to respect the required structure of the personal project. There are some coherent links between _________________________________________________________ parts of the personal project, and the presentation of the work is often appropriate. _________________________________________________________ 3 The student has made a good attempt at logical organization, respecting the required _________________________________________________________ structure of the personal project. There are some good links between parts of the per- sonal project, and the presentation of the work is almost always appropriate. _________________________________________________________ _________________________________________________________ 4 The organization of the work is completely coherent with the required structure. Ideas _________________________________________________________ are sequenced in a consistently logical manner with appropriate transitions. Overall presentation and neatness of the work are excellent. 120 49
  • 50. Criterion F: Analysis of Process and Outcome Maximum level: 4 Evidence of students’ achievement in this criterion will be found in the conclusion and also in the body of the structured piece of writing. Students are expected to describe, and reflect on, the stages of development of the personal project and the thought processes followed. Stu- dents should reflect on the ways in which the personal project has fulfilled the initial goal. In this reflection, students should review the ways in which the project has been focused on the cho- sen area(s) of interaction, and on how dimensions of the area(s) have been explored and devel- oped. Students should attempt to define new perspectives that could be investigated further through future inquiry into the topic/theme. Using their process journals as a prompt for reflec- tion, students will provide comments on such questions as: • What have been the strengths and the weaknesses of the personal project at different stages of development? • What would the student do differently next time? Level Descriptor 0 The student has not reached a standard described by any of the descriptors given be- low. 1 The student’s review is simply a narrative summary or a superficial review of the de- velopment of the personal project in terms of the goal set at its start. There is little un- derstanding of the dimensions of the area(s) of interaction that were stated as the fo- cus for the personal project. 2 The student adequately reviews his/her personal project in terms of the goal set at its start. The student’s review shows some reflection on different stages of the process including an adequate analysis of the quality of the product. The student’s review shows some understanding of the dimensions of the chosen area(s) of interaction that served as a focus for the personal project. 3 The student consistently reviews his/her personal project in terms of the goal set at its start. The student’s review shows significant reflection on different stages of the proc- ess. The evaluation includes a good analysis of the quality of the product, and shows a clear understanding of the dimensions of the chosen area(s) of interaction that served as a focus for the personal project. 4 The student consistently and thoroughly reviews his/her personal project in terms of the goal set at its start. The student’s review shows excellent reflection on different stages of the process. The evaluation includes an excellent analysis of the quality of the product and reveals a thorough understanding of the dimensions of the chosen area(s) of interaction that served as a focus for the personal project. The student presents new perspectives emerging from the chosen topic. I don’t wait for moods. You accomplish nothing if you do that. Your mind must know that it has got to get down to work. —Pearl S. Buck 50 119
  • 51. _________________________________________________________ Criterion G: Personal Engagement Maximum level: 4 _________________________________________________________ This criterion focuses on an overall assessment of students’ engagement and application of ap- proaches to learning skills during the planning and development stages of the personal project. _________________________________________________________ Qualities such as organization and commitment to the task should be considered. By their very nature, these are _________________________________________________________ difficult to quantify and the assessment should take into account the context in which the personal project was undertaken. _________________________________________________________ The assessment should also take account of working behaviours such as the amount of encour- _________________________________________________________ agement required by students, the interaction between students and supervisors, the attention to deadlines and procedures, as well as the appropriate _________________________________________________________ use of supporting documentation such as log books and process journals. _________________________________________________________ The levels of achievement awarded should be based on a holistic judgment of the degree to _________________________________________________________ which these qualities and working behaviours are evident in the personal project. _________________________________________________________ _________________________________________________________ Level Descriptor _________________________________________________________ 0 The student has not reached a standard described by any of the _________________________________________________________ descriptors given below. _________________________________________________________ _________________________________________________________ 1 The personal project shows little evidence of any of the required qualities and working behaviours. _________________________________________________________ _________________________________________________________ 2 The personal project is judged to be satisfactory in terms of most of the required quali- ties and working behaviours. _________________________________________________________ _________________________________________________________ 3 The personal project is judged to be good in terms of most of the required qualities and _________________________________________________________ working behaviours. _________________________________________________________ 4 The personal project is judged to be outstanding in terms of the _________________________________________________________ required qualities and working behaviours. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 118 51
  • 52. How do I ensure I have covered all the elements of the assessment criteria? Use this checklist!! Criterion A: Planning and Development Have I: clearly stated and explained my goal/s for the Personal Project developed and justified my chosen focus Areas of Interaction provided a thorough description of my development plan (outline) to explain how I would achieve my goal/s followed the above stated development plan (outline) to achieve my goals Criterion B: Collection of Information/Resources Have I: chosen and used excellent / reliable sources of information justified my choice of reliable sources in relation to my goal and my chosen focus Areas/s of Interaction used a wide variety of sources of information included a correctly formatted and well presented bibliography included in text referencing in my writing where appropriate And the trouble is, if you don't risk anything you risk even more. —Erica Jong 52 117
  • 53. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Criterion C: Choice and Application of Techniques _________________________________________________________ _________________________________________________________ _________________________________________________________ Have I: _________________________________________________________ chosen absolutely appropriate techniques to achieve my goal(s) _________________________________________________________ justified how my techniques were appropriate in achieving my _________________________________________________________ goal and centering on my chosen Areas of Interaction _________________________________________________________ applied my techniques effectively in my Project to achieve my _________________________________________________________ goal _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Criterion D: Analysis of Information _________________________________________________________ _________________________________________________________ Have I: analysed my researched information to help achieve my goal _________________________________________________________ reflected on the researched information to identify what was _________________________________________________________ effective and what was not and if, ultimately, it helped to _________________________________________________________ achieve my goal and focus on my Area/s of Interaction _________________________________________________________ supported my ideas/visions with evidence from my research ensured and highlighted the analysed information that related _________________________________________________________ directly to my chosen Area/s of Interaction _________________________________________________________ _________________________________________________________ 116 53
  • 54. Criterion E: Organisation of the Written Work Have I: followed the Personal Statement structure as explained by the Personal Project Coordinator sequenced my ideas in a logical and consistent manner used appropriate transitions in my writing to show the flow of my ideas organised and presented my written work in a neat formal manner incorporated graphs, pictures, tables, etc. only where appropriate and where I have referred to them in my text Criterion F: Analysis of Process and Outcome Have I: described and reflected on each of the stages of development of my Project, discussing both my strengths and weaknesses reflected on whether my goal/s was achieved—why or why not reflected on my Area/s of Interaction as the focus and explained how they have been developed and explored through my Project analysed the quality of my product and related it to my chosen Area/s of Interaction discussed new ideas for how the Project could be investigated further suggested what I would do differently if I were to attempt it Those who trust us educate us. again —George Eliot 54 115
  • 55. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Criterion G: Personal Engagement _________________________________________________________ _________________________________________________________ Have I: _________________________________________________________ used my journal effectively for record keeping, reflecting and as a reference tool for my Personal Statement _________________________________________________________ shown good application of Approaches to Learning skills _________________________________________________________ when planning and developing my Personal Project _________________________________________________________ shown organisation and commitment to my Project _________________________________________________________ met all deadlines fostered a healthy relationship with my Personal Project _________________________________________________________ Supervisor _________________________________________________________ responded positively to feedback and advice _________________________________________________________ _________________________________________________________ _________________________________________________________ Personal Project Grade Boundaries _________________________________________________________ _________________________________________________________ Grade _________________________________________________________ 1 0-5 _________________________________________________________ _________________________________________________________ 2 6-9 _________________________________________________________ 3 10-13 _________________________________________________________ 4 14-16 _________________________________________________________ _________________________________________________________ 5 17-21 _________________________________________________________ 6 22-24 _________________________________________________________ 7 25-28 _________________________________________________________ _________________________________________________________ You need at least a 3 to pass the Personal Project. 114 55
  • 56. SUPERVISOR’S FEEDBACK (formative assessment) There are no big problems, there are just a lot of little problems. —Henry Ford 56 113
  • 57. _________________________________________________________ THE SUPERVISOR _________________________________________________________ Your supervisor will: _________________________________________________________ Review the progress of your project and help you to use the criteria _________________________________________________________ Review your process journal and provide ATL support Help you think about the direction of your project _________________________________________________________ Suggest where more research might be helpful _________________________________________________________ Help you think about the structure and presentation of your writing Assess your final project _________________________________________________________ Your supervisor will not: _________________________________________________________ Do the project for you! _________________________________________________________ Tell you what do to Organize your meetings _________________________________________________________ Each time your supervisor meets with you, he/she will make a brief com- _________________________________________________________ ment on your progress. Every third or fourth meeting, you and your super- visor should fill in an Approaches to Learning checklist as well. These for- _________________________________________________________ mative comments will help you to improve your progress. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Meeting 1 Date:______________________ _________________________________________________________ Supervisor's Comments: _________________________________________________________ _________________________________________________________ _________________________________________________________ Supervisor's Signature:__________________________________________ _________________________________________________________ Next meeting:___________________ _________________________________________________________ _________________________________________________________ Meeting 2 Date:______________________ _________________________________________________________ _________________________________________________________ Supervisor's Comments: _________________________________________________________ _________________________________________________________ _________________________________________________________ Supervisor's Signature:__________________________________________ _________________________________________________________ Next meeting:___________________ 112 57
  • 58. Meeting 3 Date:______________________ Supervisor's Comments: Supervisor's Signature:__________________________________________ Next meeting:___________________ Meeting 4 Date:______________________ Supervisor's Comments: Supervisor's Signature:__________________________________________ Next meeting:___________________ ATL Skills Rarely Occasionally Usually Always Contacts supervisor on regular basis Works independently Organizes time effectively Meets deadlines Demonstrates good effort Meeting 5 Date:______________________ Supervisor's Comments: Supervisor's Signature:__________________________________________ A problem is a chance for you to do your best. Next meeting:___________________ —Duke Ellington 58 111
  • 59. _________________________________________________________ Meeting 6 Date:______________________ _________________________________________________________ Supervisor's Comments: _________________________________________________________ _________________________________________________________ _________________________________________________________ Supervisor's Signature:__________________________________________ _________________________________________________________ Next meeting:___________________ _________________________________________________________ _________________________________________________________ Meeting 7 Date:______________________ _________________________________________________________ Supervisor's Comments: _________________________________________________________ _________________________________________________________ _________________________________________________________ Supervisor's Signature:__________________________________________ _________________________________________________________ _________________________________________________________ Next meeting:___________________ _________________________________________________________ Meeting 8 Date:______________________ _________________________________________________________ Supervisor's Comments: _________________________________________________________ _________________________________________________________ _________________________________________________________ Supervisor's Signature:__________________________________________ _________________________________________________________ _________________________________________________________ Next meeting:___________________ _________________________________________________________ ATL Skills Rarely Occasionally Usually Always _________________________________________________________ Contacts supervisor on _________________________________________________________ regular basis _________________________________________________________ Works independently _________________________________________________________ Organizes time _________________________________________________________ effectively _________________________________________________________ Meets deadlines _________________________________________________________ Demonstrates good effort 110 59
  • 60. Meeting 9 Date:______________________ Supervisor's Comments: Supervisor's Signature:__________________________________________ Next meeting:___________________ Meeting 10 Date:______________________ Supervisor's Comments: Supervisor's Signature:__________________________________________ Next meeting:___________________ Meeting 11 Date:______________________ Supervisor's Comments: Supervisor's Signature:__________________________________________ Next meeting:___________________ ATL Skills Rarely Occasionally Usually Always Contacts supervisor on regular basis Works independently Organizes time effectively Meets deadlines Demonstrates good effort The difficulty in life is the choice. —George Moore 60 109
  • 61. _________________________________________________________ Meeting 12 Date:______________________ _________________________________________________________ Supervisor's Comments: _________________________________________________________ _________________________________________________________ _________________________________________________________ Supervisor's Signature:__________________________________________ _________________________________________________________ Next meeting:___________________ _________________________________________________________ _________________________________________________________ Meeting 13 Date:______________________ _________________________________________________________ Supervisor's Comments: _________________________________________________________ _________________________________________________________ _________________________________________________________ Supervisor's Signature:__________________________________________ _________________________________________________________ _________________________________________________________ Next meeting:___________________ _________________________________________________________ Meeting 14 Date:______________________ _________________________________________________________ Supervisor's Comments: _________________________________________________________ _________________________________________________________ _________________________________________________________ Supervisor's Signature:__________________________________________ _________________________________________________________ _________________________________________________________ Next meeting:___________________ _________________________________________________________ ATL Skills Rarely Occasionally Usually Always _________________________________________________________ Contacts supervisor on _________________________________________________________ regular basis _________________________________________________________ Works independently _________________________________________________________ Organizes time _________________________________________________________ effectively _________________________________________________________ Meets deadlines _________________________________________________________ Demonstrates good effort 108 61
  • 62. FINAL SELF-ASSESSMENT If we value the pursuit of knowledge, we must be free to follow wherever that search may lead us. The free mind is not a barking dog, to be tethered on a ten-foot chain. —Adlai E. Stevenson Jr. 62 107
  • 63. _________________________________________________________ FINAL STUDENT SELF-ASSESSMENT _________________________________________________________ Name: _______________________________________________________ _________________________________________________________ _________________________________________________________ Homeroom:_____________________ Class:_________________________ _________________________________________________________ _________________________________________________________ Supervisor: ____________________________________________________ _________________________________________________________ _________________________________________________________ Project Title: __________________________________________________ _________________________________________________________ _________________________________________________________ _____________________________________________________________ _________________________________________________________ Product Type: _________________________________________________ _________________________________________________________ (e.g. portrait, model, CD Rom, VCD, clothing, essay, folder, etc.) _________________________________________________________ _________________________________________________________ Display Requirements: __________________________________________ (e.g. computer & required software, CD player, Internet access, etc.). _________________________________________________________ _________________________________________________________ After you have finished writing your personal statement, complete two final _________________________________________________________ assessments: an Approaches to Learning checklist below and a summative _________________________________________________________ assessment on the next page. To complete the summative assessment, use the Personal Project Assessment Criteria on pp 46-51. Please write in com- _________________________________________________________ ments that justify your score for each criterion. _________________________________________________________ _________________________________________________________ _________________________________________________________ ATL Skills Rarely Occasionally Usually Always _________________________________________________________ Contacts supervisor on regular basis _________________________________________________________ Works _________________________________________________________ independently _________________________________________________________ Organizes time effectively _________________________________________________________ Meets deadlines _________________________________________________________ Demonstrates good effort _________________________________________________________ 106 63
  • 64. FINAL STUDENT SELF ASSESSENT MYP Criteria Level Comments (Score) Criterion A: Planning and Development (4) Criterion B: Collection of Information/Resources (4) Criterion C: Choice and Application of Techniques (4) Criterion D: Analysis of Information (4) Criterion E: Organization of the Written Work (4) Criterion F: Analysis of Process and Outcome (4) Criterion G: Personal Engagement Always bear in mind that your own resolution to succeed is more important than any one thing. (4) —Abraham Lincoln 64 105
  • 65. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ BIBLIOGRAPHY _________________________________________________________ _________________________________________________________ GUIDE _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 104 65
  • 66. A GUIDE TO WRITING BIBLIOGRAPHIES INTRODUCTION A bibliography is a list of sources that you have used for information during your research. This is a quick and simple guide to help you write a proper bibliography for your IB- MYP Personal Project. Listed below are some rules to follow and some examples. There is no single correct way to write a bibliography. Many different fields of study and different universities use different formats. This guide shows only one way to do it properly. If you are in doubt, FOLLOW YOUR TEACHER'S INSTRUCTIONS. WHY DO YOU HAVE TO INCLUDE A BIBLIOGRAPHY? • To give credit for ideas that are not yours; • To allow people who like your work to find the same information that you did; • To show all of the sources that you have used to support your research. WHAT SHOULD A BIBLIOGRAPHY LOOK LIKE? • It should be consistent and arranged alphabetically by the first word in each entry (usually the author's last name) under the heading "Bibliography"; • It should contain proper punctuation, underlining, and indenting; • It should include who wrote the information, where the information was published, and when it was published. WHAT DOES A SAMPLE BIBLIOGRAPHY LOOK LIKE? Here is a sample bibliography and some hints. The rules for each of these entries and others are on the next page. BIBLIOGRAPHY Armstrong, Matthew. The Best Protects to Help Save the Earth for Young Teens. Toronto: Western Alliance Publishing, 2002. Charnel, Frederico V. and Tomas Vallpollicello. How to Cook Spaghetti in Your Uncle's Wok. Rome: Vendetta and Sons, 1999. "Everyone Out of the Gene Pool: How Thai Food is Harming Our DNA." Bangkok Post. 13 Sept. 1998: C21. "Great Pictures of Personal Projects From My School." Great IB Schools. 19 Aug. 2001. Online. Available http://www.raisingtheprofile.com/jpeg/html/pic. 21 May 2002. "MTV Cribs: Limp Bizket's Personal Project Room." MTV Cribs. MTV Asia, Bangkok. 6 Oct. 2001. **HINTS: (1) the word "Bibliography" is centered and in all capitals; (2) the second line of each entry is indented five spaces (one tab stop); (3) the entries are listed alphabetically by first word in each entry; (4) the name of the book or newspaper or television show is underlined; (5) notice exactly The best way out is always through. —Robert Frost where the full stops appear. 66 103
  • 67. _________________________________________________________ SAMPLE BIBLIOGRAPHIC ENTRIES _________________________________________________________ A Book By One Author: _________________________________________________________ Armstrong, Matthew. The Best Projects to Help Save the Earth for Young Teens. Toronto: Western Alliance Publishing, 2002. _________________________________________________________ _________________________________________________________ Format: Author's last name, first name. Title of book. Place of publication: publisher, date of publication. _________________________________________________________ Hints: take all information from the title page and back of the title page; take the first city listed and the most recent date. _________________________________________________________ _________________________________________________________ A Book By More than One Author: _________________________________________________________ Chartres, Frederico V. and Tomas Vallpollicello. How to Cook Spaghetti in Your _________________________________________________________ Uncle's Wok. Rome: Vendetta and Sons, 1999. _________________________________________________________ Format: First author's last name, first name. Second author's first name and last name. Title of book. Place of publication: publisher, date of publication. _________________________________________________________ Hints: if there are three or more authors, put "et.al." after the first author's _________________________________________________________ name. _________________________________________________________ A Magazine or Newspaper Article: _________________________________________________________ Kane, Kwae-Chang. "How Kung-Fu Saved My Life and My Marriage." Martial Arts _________________________________________________________ Review 2 Nov. 1996, 23-36. _________________________________________________________ Format: Author's last name, first name. "Title of article." Title of magazine or _________________________________________________________ newspaper Date of issue, pages. Hints: if you can't tell who the author is, the title of the article comes first; do _________________________________________________________ not put a full stop after the title of the magazine or newspaper. _________________________________________________________ _________________________________________________________ An Encyclopedia Article: Middlesbrough, Larry. "Vowels." World Book Encyclopedia, 2000 ed. _________________________________________________________ Format: Author's last name, first name. "Title of article." Title of Encyclopedia, _________________________________________________________ edition. Hints: if you can't tell who wrote the article, the title of the article comes first. _________________________________________________________ _________________________________________________________ An Article from a CD-ROM: _________________________________________________________ Koeller, Martin. "Why the Leafs are the Greatest Hockey Team of All Time." Microsoft's World of Hockey. CD-ROM. New York: Microsoft, 2002. _________________________________________________________ _________________________________________________________ Format: Author's last name, first name. "Title of article." Title of disc. Format. Place: publisher, date. _________________________________________________________ Hints: take the disc's information from the computer, not from the box. 102 67
  • 68. SAMPLE BIBLIOGRAPHIC ENTRIES, continued Information from the Internet: "Great Pictures of Personal Projects From My School." Great IB Schools. 19 Aug. 2001. Online. Available http://www.raisingtheprofile.com/ jpeg/html/pic. 21 May 2002. Format: Author (if known). "Title of page or document." Title of site or larger work. Date of document (if known). Online. Available http:lladdresslfilename. Date you viewed the information. A Personal E-mail: McDuck, Ronald. <mcducksr@warmmail.com> "Too Much Beef is Bad." 15 May 2001. E-mail received by : Vegan, Joe. Format: Author's last name, first name. <Author's e-mail address. "Subject line." Date of message. E-mail received by: last name, first name. Hints: do not include the e-mail address unless you are sure that it won't be abused in some way. An Interview: Pressly, Aaron. Personal interview. 27 March. 1998. Format: Person's last name, first name. Date of interview. Hints: use this format for interviews and conversations that you have had in person or on the telephone. A Television Program: "MTV Cribs: Limp Bizket's Personal Project Room." MTV Cribs. MTV Asia, Bangkok. 6 Oct. 2001. Format: "Title of the program." Title of the Series. Television net work, place it was produced. Date it was produced. Hints: try to get as much information as possible by watching the credits at the end of the program. Adapted from the MLA Style Guide and the American Library Association by Mr. In the end we retain from our studies only that which we practically apply. Christopher Hughes for the NIST Library, May 2002. —Johann Wolfgang Von Goethe 68 101
  • 69. _________________________________________________________ APPENDIX FACTS _________________________________________________________ The appendix is a useful place for important information that is too extensive to be _________________________________________________________ placed in the body of your project. _________________________________________________________ For example: a copy of a survey you wrote, sketches, interview transcript, chronol- _________________________________________________________ ogy of events, statistical tables. _________________________________________________________ 1. The material must be relevant to the thesis of your project. _________________________________________________________ 2. It must be cross-referenced in either a footnote or a parenthetical reference. 3. Do not pack the appendix with unnecessary material. _________________________________________________________ 4. It is placed after the bibliography. _________________________________________________________ FOOTNOTES _________________________________________________________ Footnotes are used to cite information and ideas. 1. They are placed at the bottom of the page and separated by the text by a solid _________________________________________________________ line. _________________________________________________________ 2. Leave a blank line and indent the footnote the same number of spaces as your regular paragraph indentations. _________________________________________________________ _________________________________________________________ Example: Alice Munro write deceptively simple _________________________________________________________ stories . . . Yet stories by this so-called “antiquarian miniaturist”1 appear in a _________________________________________________________ variety of magazines designed for sophi- sticated urban readers. _________________________________________________________ Munro’s impeccable technique, her “postmodern view of language”2 . . . compression, time-shifting and subtle _________________________________________________________ metaphor. In “The Progress of Love” the middle- _________________________________________________________ aged narrator . . . it is a story about the discovery and exposure of secrets3 _________________________________________________________ . . “How thoroughly we dealt with our fathers and mothers . . . How completely _________________________________________________________ we filed them away, defined them beyond any possibility of change,” says the narra- _________________________________________________________ tor of another Munro short story, “The Moons of Jupiter.”4 _________________________________________________________ _____________ _________________________________________________________ 1 Brian Fawcett, “Me and my Gang,” Books in Canada, December 1991, 9. _________________________________________________________ 2 Russell Perkin, letter, Books in Canada, March 1992, 5. _________________________________________________________ 3 E.D. Blodgett, Alica Munro (Boston: Twayne, 1988), 7. _________________________________________________________ 4 Alice Munro, The Moons of Jupiter (Markham, Ontario: Penguin, 1983), 256. _________________________________________________________ _________________________________________________________ 100 69
  • 70. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ If there is no struggle there can be no progress. —Frederick Douglas 70 99
  • 71. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ There are no gains without pains. —Benjamin Franklin 98 71
  • 72. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Everyone has talent. What is rare is the courage to follow the talent to the dark place _________________________________________________________ where it leads. —Erica Jong 72 97
  • 73. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ You can do what you have to do, and sometimes you can do it even better than you think you can. _________________________________________________________ —Jimmy Carter 96 73
  • 74. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Those who attain to any excellence commonly spend life in some single pursuit, for _________________________________________________________ excellence is not often gained upon easier terms. —Samuel Johnson 74 95
  • 75. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Every revolutionary idea seems to evoke three stages of reaction. They may be summed up by the phrases: (1) It's completely impossible. (2) It's possible, but it's not _________________________________________________________ worth doing. (3) I said it was a good idea all along. —Arthur C. Clarke 94 75
  • 76. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ We like to test things... no matter how good an idea sounds, test it first. — Henry Block 76 93
  • 77. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ A prudent question is one-half of wisdom. _________________________________________________________ —Francis Bacon 92 77
  • 78. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ An idea is a point of departure and no more. As soon as you elaborate it, it becomes _________________________________________________________ transformed by thought. —Pablo Picasso 78 91
  • 79. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ My mother drew a distinction between achievement and success. She said that _________________________________________________________ achievement is the knowledge that you have studied and worked hard and done the best that is in you. Success is being praised by others. That is nice but not as _________________________________________________________ important or satisfying. Always aim for achievement and forget about success. —Helen Hayes 90 79
  • 80. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Long is the road from conception to completion. —Moliere 80 89
  • 81. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ High achievement always takes place in the framework of high expectation. —Jack Kinder 88 81
  • 82. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ It seems essential, in relationships and all tasks, that we concentrate only on what is _________________________________________________________ most significant and important. —Soren Kierkegaard 82 87
  • 83. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Creativity involves breaking out of established patterns in order to look at things in a _________________________________________________________ different way. —Edward De Bono 86 83
  • 84. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Mountains cannot be surmounted except by winding paths. —Johann Wolfgang Von Goethe 84 85