Personal Project Paper

Students will write their Personal Project in stages based on the criteria.

Criterion A: Planning in November

Criterion B: Applying ATL Skills in January

Criterion C: Reflecting in February



Requirements for the Personal Project Paper

Specifications

  • No more than 15 pages. IB doesn’t require a specific word count, but you can anticipate between 3,000-5,000 words.

  • Bibliography doesn’t count in page count and should be a separate document. Use MLA 9. Easybib.com, Mybib.com, or Citationmachine.net can help you with citations. Owl Purdue has a great resource as well for formatting.

  • You may have an appendix with pictures and charts and evidence, up to 10 pages. Clearly label it as APPENDIX.

  • Written work should be 11 point font size Arial or Times, .78 inch or 2 cm margins

  • Visuals need to be clear.

  • DO NOT include a title page; if included, it will count towards the page limit.

  • Use the subheadings to organize your paper

Writing the 1st section: Criterion A: Planning

Criterion A: Planning


Students must:

  • state a learning goal for the project and explain how a personal interest led to that goal

  • state an intended product and develop appropriate success criteria for the product

  • present a clear, detailed plan for achieving the product and its associated success criteria.


Examples of evidence students might* include:

  • include all information from your proposal

  • include your success criteria rubric (specifically the criteria and the goal)

  • include your timeline with short and long term tasks

  • a list and/or diagram of interests and related learning goals

  • a list of possible strategies to achieve personal and academic goals

  • a diagram showing the connections between the learning goal and the product

  • a series of steps leading to the completion of the product


Suggested subheadings with guiding questions for each section



CRITERION A: PLANNING

  • Personal Interest and Learning Goal

    • What were your initial ideas and how did you narrow them down to a specific goal?

    • How is your goal motivated by your personal interest?

    • What parts of your goal are highly challenging and how is it a SMART goal?

    • How can you focus your project through the lens of the global context that is most appropriate? (optional, not mandatory)

  • Prior Knowledge & Research Consulted

    • What prior knowledge and skills will help you be successful in achieving your goal?

    • Where is your relevant research? What other resources can you consult?

    • What evaluation of your sources (OPVL) have you completed?

  • Success Criteria for Product/Outcome

    • What are your success criteria for your product/outcome? Are your specifications well thought out and appropriate?

    • Are you continually self-assessing your progress using your success criteria?

  • Detailed Plan for Process of the Project

    • What is your detailed plan for your product/outcome? What is your timeline for completing short- and long-term tasks? What series of steps will lead to the completion of the product? Is there a diagram that can show the connections between the learning goal and the product?

    • How does your detailed plan address your success criteria? Connect your series of steps to the associated success criteria that is appropriate.

    • What is your approach to planning and recording the development process of your project, including your deadlines?

    • How are you demonstrating self-management skills? Consider adding evidence such as…

      • a list and/or diagram of interests and related learning goals

      • a list of possible strategies to achieve personal and academic goals

      • a diagram showing the connections between the learning goal and the product

      • a series of steps leading to the completion of the product

      • a timeline for completing short- and long-term tasks.


Writing the 2nd section: Criterion B: Applying Skills


Objective B: Applying Skills

Students show how ATL skills contributed to the learning goal and product.


Students must:

  • explain how the ATL skill(s) was/were applied to help achieve their learning goal

  • explain how the ATL skill(s) was/were applied to help achieve their product

  • support the explanations with detailed examples or evidence.


Examples of evidence students might include:

  • a series of inquiry questions (research skills)

  • sample correspondence with the project supervisor (communication skills)

  • screenshot of daily reminders or alerts to complete personal project tasks (self- management)

  • reflection about resolving a conflict (social skills)

  • summary of prior learning that is relevant to the project (thinking skills).

  • visual thinking diagrams

  • bulleted lists

  • charts

  • short paragraphs

  • notes

  • timelines, action plans

  • annotated illustrations

  • annotated research

  • artifacts from inspirational visits to museums, performances, galleries

  • pictures, photographs, sketches

  • up to 30 seconds of visual or audio material

  • screenshots of a blog or website

  • self- and peer-assessment feedback.

Suggested subheadings with guiding questions for each section (in red).

CRITERION B: TAKING ACTION AND APPLYING ATL SKILLS

  • Product Development

    • What will your product be exactly? How did you decide what elements to include in your product? What factors influenced your choices?

    • How are you referring to your success criteria to improve your product/outcome?

    • How have you had to adjust your planning process as new deadlines or challenges emerge?

    • What obstacles have you encountered? How have you overcome them using your problem-solving skills?

  • Application of ATL Skills for the Learning

    • Write at least one to three paragraph(s) where you explain the THREE ATL skills that you applied to the learning goal.

    • How did you demonstrate the ATL skills for your learning goal?

    • What skills were developed and which ones did you already have?

    • To demonstrate, you must include specific examples and evidence to show the application of the skill: screenshots or pictures

      • a series of inquiry questions (research skills)

      • sample correspondence with the project supervisor (communication skills)

      • screenshot of daily reminders or alerts to complete personal project tasks (self-management)

      • reflection about resolving a conflict (social skills)

      • summary of prior learning that is relevant to the project (thinking skills)

      • interview with a professional on the topic chosen


Application of the ATL Skills for the Product

  • Write at least one to three paragraph(s) where you explain the THREE ATL skills that you applied to the product goal.

  • How did you demonstrate the ATL skills for your product goal?

  • What skills were developed and which ones did you already have?

  • To demonstrate, you must include specific examples and evidence to show the application of the skill:

    • screenshots or pictures

    • a series of inquiry questions (research skills)

    • sample correspondence with the project supervisor (communication skills)

    • screenshot of daily reminders or alerts to complete personal project tasks (self-management)

    • reflection about resolving a conflict (social skills)

    • summary of prior learning that is relevant to the project (thinking skills)

    • interview with a professional on the topic chosen

Writing the 3rd section: Criterion C: Reflecting


Objective C: Reflecting

Students report on why they did their project.


Students must:

  • explain the impact of the project on themselves or their learning

  • evaluate the product based on the success criteria

  • support their comments with specific evidence or detailed examples.


Examples of evidence students might include:

  • evaluation of the product against the success criteria

  • images showing key features of the product

  • analysis of the causes for success and/or failure

  • summary of new knowledge or insights related to the learning goal.

Suggested subheadings with guiding questions for each section (in red)

CRITERION C: REFLECTION

  • Product Evaluation of Success Criteria

    • How do you evaluate your product/outcome against the criteria you established?

    • How can you evaluate the strengths, weaknesses and possible improvements to your product/outcome?

    • What challenges did you encounter and how did you deal with them? If you made changes to your goal during the project, what were they and why did you make them?

    • Examples of supporting evidence

      • evaluation of the product against the success criteria

      • images showing key features of the product

      • analysis of the causes for success and/or failure

  • Extension of Knowledge and Understanding

    • How has completing the project extended your knowledge and understanding of your topic? Summarize the new knowledge and insights related to the learning and product goal.

    • How has completing the project extended your knowledge and understanding of your global context?

  • Development as an IB Learner through the Project

    • How has completing the project extended your development of new or existing ATL skills?

    • How has completing the project extended your development as an IB Learner (refer to learner profile)?

    • How has reflecting throughout the design cycle informed your next steps while taking action?





Assessment Criteria

24 marks

Criterion A: Planning, 8 marks

Criterion B: Applying Skills, 8 marks

Criterion C: Reflecting, 8 marks

One page rubric of personal project


Detailed rubric of personal project



Unit 6: Personal Project Paper & Expo


CONCEPTUAL UNDERSTANDING

Students can demonstrate their perspective on their learning by communicating their approaches to learning skills throughout the process and the resources needed to develop their project. Students will discuss the process of inquiring, acting, and reflecting after investigating, planning, acting, and reflecting on the Personal Project.


KEY CONCEPT


Students will communicate their process for the Personal Project orally and in writing.


RELATED CONCEPTS

1) PERSPECTIVE is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations

2) RESOURCES: Resources relate to the supply of a commodity or of information or knowledge about a topic.

SUBJECT-SPECIFIC CONCEPTS

investigating, planning, acting, reflecting, process journal, product, report, exhibition, bibliography


GLOBAL CONTEXT


GLOBAL CONTEXT: ALL FIVE: Orientation in space and time, personal and cultural expression, fairness and development, scientific and technical innovation, Identities and relationships (All five are included since students choose their own Global Context for the MYP Personal Project).

Global Context: Personal and Cultural Expression


Exploration: Product


Students will choose a global context for their line of inquiry for their specific personal project and will communicate their learning and product through a written report and verbal discussion.


STATEMENT OF INQUIRY

Communicating ideas can convey information in a meaningful way with a specific purpose in mind to show the development of learning and the approaches to a product using resources and a unique perspective.

INQUIRY QUESTIONS

Factual

In what ways have you demonstrated the approaches to learning skills by inquiring, acting, and reflecting on a goal of your choosing?


Debatable

What is the best way to prepare for your exhibition and share your knowledge?