These are questions you might use to help students think about their project. You may want to ask students some of these questions when meeting with during advisement, and you should remind students to address these questions when producing their personal project paper.
What global context did you use for your project and why? What specific features of the global context did you intend to focus upon in your project and why?
What personal interest topic did you select? Why did this topic interest you? How much prior experience or understanding of this topic did you have? How does this interest or topic directly relate to your chosen global context?
What goal did you set for your project? What specifications did you put in place to help you successfully complete your investigation and your project overall?
What resources did you investigate for your project? Why did you choose them? Were some resources better than others? Did you have any difficulties finding or using resources?
How did you make your choices about what information to use and what to discard? How did you evaluate your sources?
Application of information
What exactly did you do to complete your project? What decisions did you make based on the information you discovered? How did you solve problems? How did the information affect your choices?
Were there any specific techniques you developed as a result of your investigation?
Did you adjust or alter your original goal as the project developed? If you made changes, why did you make the changes? Do you feel that you successfully achieved your goal?
What level of achievement would you award your product or outcome based on your specifications? Does your supervisor agree with this?
Reflect on learning
What new understanding do you have of the global context you chose to use as the context for your project? How did the area of interaction context give you a different or better understanding of your topic?
What specific skills did you need to develop/apply to investigate and complete your project? What new skills did you learn, or what existing skills did you improve?
What did you learn about yourself as a person through undertaking the project process? Which of the Learner Profile qualities did you find yourself exhibiting? Have you improved in any of these qualities?
What should students’ Process Journal look like?
Students will be using ManageBac to complete their process journal.
Their process journal should:
Demonstrate organization and time-management
Demonstrate information literacy
Demonstrate thinking and reflection
Students can use their process journal to:
Record interactions with Supervisors or other sources
Save pictures, charts, maps, brainstorms, timelines, notes, illustrations, etc.
Reflect on work
The process journal is not a diary, or a static document. Students do not need to write in it every day, and they do not need to create detailed paragraphs about what they have done. Each entry should support their current needs, and should reflect where they are in the process. If used thoughtfully, the process journal will support them through the completion of their product and their report.
Supervisors are not responsible for evaluating the process journal. However, when you meet with students during advisory, you should remind them to work on their process journal.
Additionally, supervisors should ask students to bring up their process journals during each of the five required meetings.
What should the paper look like?
The paper students will complete for the personal project takes the form of a report. It is broken up into sections in which they will explain the process they undertook in setting their goals, conducting their research, and executing their project. In the paper, there are also sections where students will evaluate their own work and reflect on their accomplishments.
Students will begin drafting the early sections of this paper as early as September. Students have deadlines in their project handbooks that outline specific dates for completing parts of the paper—so the bulk of the work should be completed--however, the compilation of the entire report, as well as the revision and editing of their work, will take place at the end of the year.
Maximum Length of Student Submission
Document File Types: .doc, .pdf. rtf
Recording File Types: .mp3, .m4a., .mp4, .mov, .m4v
15 pages, No recording
14 pages, 1 minute recording
13 pages, 2 minutes recording
12 pages, 3 minutes recording
11 pages, 4 minutes recording
10 pages, 5 minutes recording
9 pages, 6 minutes recording
8 pages, 7 minutes recording
7 pages, 8 minutes recording
6 pages, 9 minutes recording
Between 1,500-3,500 words
Written work should be 11 point font size
One inch margins
Visuals need to be clearly visual
Audio and video must be recorded and submitted in real time
Visual aids may be used to support spoken reports. However, evidence and examples presented in the visual aids should be submitted as documents.
Visual aids presented only in video format will not be considered for assessment.
The bibliography is uploaded separately and is not included in the page limit.
DO NOT include a title page; if included, it will count towards the page limit.
The body of the paper is structured around the objectives and assessment criteria and it must include these sections.
Selection of sources
Application of information
Achieving the goal
Reflection on learning and the product and what ATL skills were applied
The Bibliography is an alphabetical list of sources used to research the personal project. It must be on its own page, and it must be in correct MLA format. The Bibliography does not count toward students’ overall word count.
The Appendices are additional materials that students want to include at the end of the paper. These could include secondary information that may be of interest such as: a sample of a questionnaire a student used, a segment from the process journal, a graph of chart that the student produced, a transcript from an interview, a photograph or other work sample, etc. The materials included in the Appendices do NOT count toward the overall word count.
The length of the report must be a minimum of 1,500 words and a maximum of 3,500 words, not including appendices and bibliography.
Fall Semester (10th Grade)
August/September: Goal Defined (first section of the personal project paper)
By 1st week of September, students need to settle on a specific topic for their PP
After this point, students cannot change their topic or their goal
To complete this step, students need to write and submit a 1-2 page explanation of their PP. In this paper, they must:
Explain how their topic relates to something they are interested in
Justify the one Global Context they will focus on for their project
Create specifications that they will use to evaluate the success of their project (Criterion B)
September: Meeting #1 (early to mid September)
By this date, you need to have met with all your students, either individually or in groups, for the first time.
October: Sources Selected (second section of the personal project paper)
Third week in October
By this date students need to have identified the sources they will use for their PP.
The sources they select should be varied (they should not exclusively use the internet) and valid (they must evaluate the quality of the research they conduct).
To complete this step, they need to write and submit a 1-2 page discussion of their sources. In their paper, they must:
establish a wide variety of relevant sources
rationalize how each source is relevant to your Personal Project
thoroughly evaluate the quality of each source (Criterion C)
October/November: Meeting #2 (meet by third week of October)
By this date you need to have met with all your students, either individually or in groups, for the second time
December (first week): Sources Applied (third section of the personal project paper)
By this date, students need to have discovered how the research they completed will inform their PP
They will need to consider how the research they conducted impacts the Global Context they selected (how does it help them broaden the context of their work?). Similarly, they must consider how they will use their research to make decisions and create solutions.
To complete this step, students must write and submit a 1-2 page explication of the application of their sources. In their paper, they must:
Establish how they will use their research to meet the objectives they created in first semester (when they set their goal)
Demonstrate how their research has developed their understanding of their PP (Criterion D)
December: Meeting #3 (Meet by 1st or 2nd week of December)
By this date you need to have met with all your students, either individually or in groups, for the third time
January: Meeting #4 (Meet by third week of January)
By this date you need to have met with all your students for the fourth time.
February: Meeting #5 (Meet by first week in March)
By this date you need to have met with all your students for the final time!
February/Early March TBD: Personal Project Product Presentations (4th section of the PP paper)
Students must prepare a presentation of their personal project
Presentations must be between 3 and 4 minutes long
In their presentation, students must describe their original goal, summarize their research, explain their product (and the process they underwent), and evaluate their achievement
Students will present their projects during the PP exhibition in March
To complete this step, students must write and submit a 1-2 page evaluation of their product
In their paper, they must consider the criteria they established back in first semester
Discuss how their product measures against the specifications they originally established
Evaluate the quality of their product
March week after spring break: Personal Project Paper DUE (fifth and sixth sections of the PP paper; entire paper formatted and revised; Title Page, Table of Context, and Appendices created and included)
By this date, students must have submitted a polished, final report on their PP.
They will need to compile and edit all their previously written PP papers, and write an additional one to two page Reflection on Learning in order to complete this step.
The Reflection on Learning should demonstrate how completing the PP has extended their knowledge, and allowed them to develop as a learner.
They need to organize all the papers you have completed into a formal report, with a Title Page, a Table of Contents, Clear Section Headings, and an Appendix.
March: The Week before Spring Break, Exhibition of the Personal Project:
By this date students need to have created a compelling display for their PP.
Students need to determine how to best visually represent their PP. They should consider that their display needs to be polished, and professional looking. Their display can include photographs, tri-folds, posters, recordings (videos/music), or any other form of school-appropriate media.
In order to complete this step, students must present their project at the exhibition in March.