Personal Project introduction to families
- 2. Tug of War What do I feel EXCITED about? What do I feel UNSURE about? Photo credit: Robert Louis Clemens via Visualhunt.com / CC BY-NDDetails To support my child’s personal project:
- 3. Session objectives Introduction Develop an understanding of the MYP Personal Project Support Explore how you can support your child in completing his/her personal project Due dates Be aware of different due dates and other information By Dustin's Words By Sarah JOY By Musket
- 4. Developing a Challenging Goal Personalinterest Prior learning M YP subject-specific know ledge Global Context Photo credit: Lex Photographic via Visual hunt / CC BY-NC
- 5. Outline a basic and appropriate goal Define a clear and challenging goal Define a clear and highly challenging goal To design my own electric violin To research violin design and making and then design my own electric violin To research violin design and making and then design and create my own electric violin To design my own summer clothing To research current fashion trends and then design my own summer clothing collection To research current fashion trends and how to design patterns. Then design and create a “template website” to market my designs. To donate money to a school in Thailand. To raise money for a school in Thailand and then donate the money raised to the school To research schools in Thailand and then raise money to purchase stationery for the school to support student education
- 6. Outline a basic and appropriate goal Define a clear and challenging goal Define a clear and highly challenging goal What am I going to do? What am I going to do and for what purpose? A highly challenging goal has multiple parts to it and leads to greater learning. Consider the number of verbs you have in your goal. The more verbs the greater the likelihood of learning and challenging e.g. design, research, learn, create, explore, develop, manage, educate……
- 7. • the process journal • the product / outcome • the report (max. 3500 words) Personal Project components For the personal project, students are expected to document their process in the process journal. In this way, students demonstrate their working behaviors and academic honesty.
- 8. What should be included in the journal as evidence of the inquiry process? • mind maps • bullet lists • charts • short paragraphs • notes • action plans • self and peer assessment feedback • timelines • annotated illustrations • annotated research • interview scripts • pictures • screenshots of blog or website
- 9. Personal Project Assessment Objectives & ATL Skills A: Investigating i. Define a clear goal and context for the project, based on personal interests • Collaboration • Critical thinking • Creative thinking ii. Identify prior learning and subject specific knowledge relevant to the project iii. Demonstrate research skills • Information literacy • Medie literacy • Transfer skills B: Planning i. Develop criteria for the product/outcome • Collaboration • Organization • Critical thinking • Creative thinking ii. Plan and record the development process of the project iii. Demonstrate self-management skills • Organization • Affective skills • Collaboration • Reflection C: Taking action i. Create a product/outcome in response to the goal, context and criteria • Organization • Critical thinking • Creative thinking ii. Demonstrate thinking skills iii. Demonstrate communication and social skills • Critical thinking • Creative thinking • Transfer skills • Communication • Collaboration • C: Reflecting i. Evaluate the quality of the product/outcome against their criteria ii. Reflect on how completing the project has extended their knowledge and understanding of the topic and the global context iii. Reflect on their development as IB learners through the project • Reflection skills * Strands relate to specific ATL skills are identified in red colour. Students should provide evidence that they have developed and demonstrated these ATL skills in completing their personal project/outcome.
- 10. ATL skills
- 11. What is the role of the parent/guardian? What is NOT the responsibility of the parent/guardian? Created by Shane Willis from Noun Project How often should you discuss with your child about their PP progress?
- 12. How can you support your child in this journey? Be a sounding board, not an editor Respect your child’s decisions. Should you offer suggestions, allow your child the opportunity to accept or reject them. Allow your child a safe emotional and physical space for experimenting, learning and making mistakes (and learning form them). Don’t answer questions, ask them! Listen to the development of your child’s ideas. Check the process journal is being kept up-to-date. Check that deadlines are being met. Ask questions about what each criterion means and requires. Always provide positive encouragement. Email the PP coordinator with any questions or concerns throughout the year.