Personal Project Guide - Fridley Middle School

GETTING STARTED1. Choose your topic—it is YOUR CHOICE!2. Request your supervisor.3. Choose your Global Context and Exploration .4. Determine your product/outcome.ProcessJournalREFLECT 5. Develop your goal statement.6. Develop your criteria for success.REFLECT REFLECT!7. Meet with your Personal Project Supervisor.8. Document your sources.9. Reflect on ATL Skills.DEFINING YOUR GOALWhen you are undertaking this project, it is important to take enough time to decide on your goals.Talk to other people—friends, family, teachers, and your supervisor—to help you to focus on yourgoal. Your goal should be challenging—but achievable. It should build on your prior knowledge,skills, and experiences. Make sure that your goal is realistic—not too simple or not too complex.Challenging GoalA student documents his or her self-taught skillsof photography.A student creates a durable bag using secondhand materials.A student writes an article on a topic of interestfor a journal (school/academic/special interestand submits it to an audience. Highly Challenging GoalA student documents his or her neighborhoodthrough a photography exhibition.A student creates a range of bags using secondhand materials to exhibit at the local art center.A student writes and publishes an original booklength feature on a topic of interest.Brainstorm your ideas in your Process Journal.Consider using the SMART acronym (Specific, Measurable, Attainable, Relevant, Time-based).Your goal statement should include your Topic, Global Context Exploration, and Product.8

GLOBAL CONTEXTS (More examples in Appendix 2 – pages 24 - 25)Who am I? Who are we?Explore identity; beliefs and values; personal, physical, mental andspiritual health; human relationships including families, friends,communities, and cultures.Identities andRelationshipsPossible Explorations: Competition and cooperation; teams, affiliation andleadership Identity formation; self-esteem; status; roles and role models Personal efficacy and agency; attitudes, motivation,independence; happiness and the good life Physical, psychological and social development; transitions;health and well-being; lifestyle choices Human nature and human dignity; moral reasoning andethical judgment; consciousness and mindProject Examples: Two sides of social networking; an awareness campaign about digital citizenship and cyberbullying How online identities impact offline relationships; a research essay Keeping culinary traditions; a video following family recipes with historical relevance The effect of mass media on teenage identity; a short filmWhat is the nature and purpose of creative expression?Explore the ways in which we discover and express ideas, feelings,nature, culture, beliefs and values; the ways in which we reflect on,extend and enjoy our creativity; our appreciation of the aesthetic.Personal andCultural ExpressionPossible Explorations: Artistry, craft, creation, beauty Products, systems and institutions Social constructions of reality; philosophies and ways of life;belief systems; ritual and play Critical literacy, languages and linguistic systems; histories ofideas, fields, and disciplines; analysis and argument Metacognition and abstract thinking Entrepreneurship, practice and competencyProject Examples: Video games as a form of cultural expression; a short film using five video games thatshow how they are an expression of our culture. The art of Manga in Japanese culture; a Japanese anime and a survey of the understandingof my peers. Culture and self-expression through dance at the local community arts center; aperformance9

What is the meaning of “where” and “when”?Explore personal histories; homes and journeys; turning points inhumankind; discoveries; explorations and migrations of humankind;the relationships between and the interconnectedness of individualsand civilizations, from personal, local and global perspectives.Orientation in Timeand SpacePossible Explorations: Civilizations and social histories, heritage, pilgrimage,migration displacement and exchangeEpochs, eras, turning points and “big history”Scale, duration, frequency and variabilityPeoples, boundaries, exchange and interactionNatural and human landscapes and resourcesEvolution, constraint and adaptationProject Examples: The Euclidean space perspective of the universe; a 3D model Explorers in search of a new world; immigration over the ages through visual texts The Mayflower and the dream of religious freedom; a personal family history Charting a family history through archives and a representational statueHow do we understand the world in which we live?Scientific andTechnical InnovationExplore the natural world and its laws; the interaction betweenpeople and the natural world; how humans use their understandingof scientific principles; the impact of scientific and technologicaladvances on communities and environments; the impact ofenvironments on human activity; how humans adapt environments totheir needs.Possible Explorations: Systems, models, methods; products, processes and solutionsAdaptation, ingenuity and progressOpportunity, risk, consequences and responsibilityModernization, industrialization and engineeringDigital life, virtual environments and the Information AgeThe biological revolutionMathematical puzzles, principles and discoveriesProject Examples: Nano fibers build stronger bikes; a prototype bike with nano fibers What’s the matter with the anti-mater?; an information talk Why are genetics and genomics important to my health?; a media presentation Can stem cells replace organ transplants?; an investigative report10

How is everything connected?Globalization andSustainabilityExplore the interconnectedness of human-made systems andcommunities; the relationship between local and global processes;how local experiences mediate the global; the opportunities andtensions provided by world interconnectedness; the impact ofdecision-making on humankind and the environment.Possible Explorations: Markets, commodities and commercializationHuman impact on the environmentCommonality, diversity and interconnectionConsumption, conservation, natural resources and publicgoods Population and demography Urban planning, strategy and infrastructureProject Examples: The struggle for water in developing countries; an awareness campaign The impact of the financial crises of Europe and the European Economic Community onthe United States; a visual presentation Education as the tool to change the future of Peru; a workshop The role of the developing countries in protecting the tropical rain forest; a collection ofslidesWhat are the consequences of our common humanity?Explore rights and responsibilities; the relationship betweencommunities; sharing finite resources with other people and withother living things; access to equal opportunities; peace and conflictresolution.Fairness andDevelopmentPossible explorations: Democracy, politics, government and civil societyInequality, difference and inclusionHuman capability and development; social entrepreneursRights, law, civic responsibility and the public sphereJustice, peace and conflict managementPower and privilegeAuthority, security and freedomImagining a hopeful futureProject Examples: Supporting fair trade: Cocoa trade in Ghana; an awareness campaign for our schoolrestaurant/cafeteria to promote fair trade Open-market economies and their role in fair trade; a talk for students Exploring the intersections of race and inequality; a radio broadcast Asylum seekers and their right to live like us; a painting11

DEVELOP YOUR CRITERIA FOR SUCCESSHow do you know that your project is successful?Not only can you choose your own topic, but you get to determine how your project will be assessed!You will create your own criteria that your supervisor will use to evaluate your project. Working withyour supervisor, you will need to determine what constitutes a high-quality product/outcome.You should not define your product until you have spent time researching the goal. Your criteriashould only be determined once you have a clear understanding of what your product/outcome willbe.Document your criteria in your Process Journal.EXAMPLE 1: A student documents his or her neighborhood through a photography exhibition. (TheGlobal Context is Personal and Cultural Expression).CRITERIA—My exhibit will include: A clear artist statement explaining my vision and purpose and how they are reflected inthe photographsAn answer to the question: What cultural identity does my community reflect?A minimum of 10 photographs that reflect my vision and interpretation of mycommunity’s culture and identityPhotographs that fulfill aesthetic criteria: appropriate use of shadow, light, color, focus,and compositionEXAMPLE 2: A student’s goal is to create a short video to raise awareness of the impact of prejudiceon individuals. (The Global Context is Fairness and Development).CRITERIA—My video will: Be 20 minutes longBe appropriate for students age 11Focus on the main theme of prejudice against individualsBe evaluated by a survey that I will designEXAMPLE 3: A student’s goal is to create a cookbook for teenagers that featureshealthy foods. (The Global Context is Identities and Relationships).CRITERIA—My cookbook will include: Foods that appeal to teenagers that are low fat and low sugarAt least 10 recipes in each category: snacks, vegetables, entrees, dessertsOptions for vegetariansPhotos and instructions for each entryThe cookbook will be bound and on display for the celebration and I will have a fewsample items available.12

APPROACHES TO LEARNING SKILLS (ATL) (See Appendix 3—page 26)The Personal Project is your opportunity to demonstrate and reflect on the skills that you havedeveloped throughout the Middle Years Programme. These skills are used in all subject areas andare essential skills for success in college and in your career. They are organized into five maincategories. These skills are also taught and supported in our AVID classes.Communication SkillsSocial SkillsSelf-Management SkillsResearch SkillsThinking SkillsAppendix 3 contains samples of specific skills in each of these areas that you might use during yourPersonal Project. You may not use all of these skills and you may also choose other skills.Your reflection of your use of and growth in each of these skill areas will be assessed within thefollowing criteria:Criterion A: Research SkillsCriterion B: Self-management SkillsCriterion C: Thinking SkillsCommunication SkillsSocial SkillsThese skills have also been developedthrough the IB Learner Profile.13

THE REPORTThis is the part of the Personal Project where you will describe the whole process and analyze yourresearch and all of the knowledge that you have gained. This report has a specific structure outlinedbelow and must be between 1,500 and 3,500 words. The report (process paper) will be assessedwith the four criteria on pages 19 – 23 by your personal project supervisor.Format of the ReportAcknowledgement Page Table of Contents Introduction Body of the Report Title Page(SEE NEXT PAGE)BibliographyAppendices Conclusion Student nameTitle of projectWord count (1,500 minimum--3,500 maximum)School nameCalendar yearOPTIONAL—but this is a chance to acknowledge, or thank, allthose people who helped or inspired you in completing yourPersonal Project.Include all subheadings in the main body as well as pagenumbers.What was your Personal Project?Why did you decide to do this project?How did you get the idea?What was your goal?How did you aim to achieve this goal? (Give a detaileddescription of the steps you planned to follow in order tosuccessfully achieve your goal).This is the most important part of the process paper. Itshould be organized under the following subheadings:Investigating, Planning, Taking Action, and Reflecting (Theseare the names of the objectives/criteria.)Cite your sources using MLAMust have a variety and range of sourcesMust have 6-8 sourcesNot included in word countMay include pictures, sketches, paragraphs, brainstorming,mind maps, photographs, blog entries, survey questions.Your ten excerpts should represent evidence of meeting EACHof the four criteria.To what extent was your goal achieved?If you were to do this project again, what would you dodifferently?What did you learn about your topic?How would you describe the quality of your finished product?What new questions or answers about his topic and theGlobal Context have emerged?What did you learn about yourself and your work habits?What have you learned about the development of your ATLskills?Final concluding statement.14

THE BODY OF THE REPORTThe body of the report should be organized according to the assessment criteria.INVESTIGATING The Goalo Describe your SMART goal, and how your personal interest influenced your choice foryour project.o Demonstrate that your goal is highly challenging/rigorous.o Discuss the global context and exploration you chose. Explain how and why it alignswith your product/outcome.o Describe the background information/previous knowledge you have of your topic.o What new understandings did you gain from your research?Research Skillso Describe the sources you used and why you chose them. (Relate them to the goal).o Show and discuss a range of sources and variety of types.o Describe how you evaluated your sources.o Discuss how each source met your needs that you set forth in your goal and yourspecifications. Why was it relevant to your needs?o Describe how these sources enabled you to do something or enabled learning orunderstanding of your topic.o Show how your use of sources allowed you to consider your topic from multipleperspectives.PLANNING Development of criteriao List and describe your specifications.o What makes these criteria rigorous?Timelineo Discuss your timeline and the plan you used/followed as you completed your project.o Refer to your timeline in your process journal.o Demonstrate that you used self-management skills throughout the process. How didyour process journal help you throughout the project?o What obstacles did you encounter? How did you handle those obstacles?TAKING ACTION Achieving the goalo Give a detailed analysis and evaluation of your product/outcome.o Does your product/outcome meet all or most of your specifications? Provide reasoningif not.Thinking skillso Describe the thinking skills you used as you completed your project.o (Use Appendix 3: ATL Skills)Communication and social skillso Discuss the specific communication and social skills you used throughout the process.How did these skills help you achieve your goal? (Use Appendix 3: ATL Skills)o This would be a good spot to discuss the meetings and collaboration with yoursupervisor.o How does your product/outcome reflect new ideas and different perspectives?15

REFLECTING Look back on and reflect on each step and evaluate your performance/actions/results.Which specifications were met? Which were not? Why?What went well? What did not go so well?What format did you use for your journal? Why was it your preferred format?What have you learned about your topic through your investigation?How has this project extended your knowledge of the global context?How has this given you knowledge for the future?What new skills did you learn, or what existing skills did you improve?How have you developed as an IB learner through this project? (Consider the IB LearnerProfile!)HINT:Organize your processFolloejournal using these fourcriteria and writing yourprocess paper will be easy!16

EVALUATING ONS)As you begin your investigation, your prior knowledge will influence your work. However, you mustshow evidence of NEW learning throughout your project. Therefore, research will be a necessarypart of this process. You must select a range and variety of sources in order to achieve the highestlevel of achievement. Your ability to evaluate your sources will also be important. In your WorldHistory and Geography class, you will be using the OPVL technique to evaluate your sources.ORIGINPURPOSEThe more you know about where a documentcomes from, the easier it is to analyze it.Purpose includes evaluation. If you don’t knowanything about the author or the context of thetimes in which the document was created, it isvery difficult to discuss its purpose. Is it a primary or secondary document?o Primary sources are created bypeople whose experiences are firsthand. They include letters, journals,interviews, speeches, photos,paintings, etc.o Secondary sources are written afteror about the experience. Secondarysources may have interpreted oranalyzed from primary sources.They include books, articles, etc. What is the intent of this document?Why did the author create it?Why is it in this form?Who is meant to see this document?Who is not meant to see this document?What is the subtext? What is the documentsaying without actually saying it?Where did this document come from?When was the document produced?Who created the document?Who published the document? Did theauthor intend it to be public?Do we know anything about the author thatwould help explain the document?VALUELIMITATIONSIn looking at the value, keep in mind that this isthe value for historians, not artifact collectors oreven people reading or hearing about thisdocument for the first time. Here, you are againevaluating this document but as a historian.Think about how this document can be used toanswer the question.As with Value, Limitation means the limitationfor the historian. When is the document nolonger useful? What questions can it NOTanswer? It is here that many students like towrite that a document is “biased.” Be carefulwith bias. Bias does not necessarily limit thevalue of a document. Claiming that a source isbiased means that you need to provide somedetail of why it is biased. Don’t use the wordbias. What does this document leave out? Is anything left out on purpose? What more information is needed to bestutilize this source? Does the document get anything wrong? Are the errors purposely misleading? Does this piece tell anything about theauthor, the time period, or the situation inwhich this was created?Is there an indication of any controversy ordiffering view on what is being described?Is it possible to understand the author’sperspective from this piece?17

BIBILIOGRAPHYGuide to referencingCite Your Sources!Citing

The MYP Personal Project is the culminating event of your MYP years. This project reflects all of the ATL (approaches to learning) skills that you have developed during your years in the MYP as well as your understanding of the Global Contexts. It provides a unique opportunity for yo