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•Consider that different steps and tasks that need to be considered when planning for the personal project.

•The “when”, “what” and “how” has been provided.

•Discuss “who” might be involved during each step/task to ensure success and complete the table accordingly.

•Follow up discussion: What other steps and people might need to be involved?

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LE 8.1: Reflecting about our group projects 

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LE 8.1: Reflecting about our group projects 

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In your personal project group inquiries :

self-assess your own achievement for the project designed in session four using the success criteria

suggest changes to your criteria to ensure you comply with the principles explored in this session

identify concrete evidence from your process to support assessment.

Upon completion,  share your accomplishments

You may use different recording formats for generating evidence.

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•Download the checklist template.

•Consider criterion B “Applying skills” and discuss the expectation for the maximum level of achievement (pay special attention to the command terms).

•Create a checklist to take back to your schools with important tips or things to consider.

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Internal Standardization: What, when and how it is done?

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Internal Standardization: What, when and how it is done?

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Personal Project: Internal Standardization - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Write down your dream project. If you have the possibility of doing a personal project for six months, what would you do, where would you start, what skills would you need

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Reflective Practice: SMART Action Plans 

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Reflective Practice: SMART Action Plans 

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Make a plan of action to improve personal project practices, based on your learning to take back to your schools.

You can choose to work in pairs if coming from the same school.

Prepare your PD session, PowerPoint or Activity that you will use to bring back to your staff.

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•search for the twitter hashtag MYP personal project (#myppersonalproject) or  on Instagram or Twitter.  Become further inspired about the impact of this key programme aspect! #MYPX2021

•talk with colleagues from other groups about something you are excited about and something that still worries you.

•Discuss as a whole group.

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The International Baccalaureate® (IB) offers four high quality international education programmes to more than one million students in more than 146 countries.

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Curate your evidence of learning from this workshop

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Curate your evidence of learning from this workshop

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Review the definition of “curating”, which is a verb that appears in combination with evidence in the guide.

Consider something you learned in the workshop so far and curate a piece of evidence to share in the workshop “museum wall”.

Visit the exhibit at the end of the day

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Share ideas about the image.

•Formulate questions to obtain evidence to support your ideas about what is happening in this image.

•What additional information might you need for this image to be considered as a source of evidence?

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•Individually,  you will create a rubric to assess non-academic issues such as the ones below.

•Begin by identifying success criteria or specifications and defining three levels of achievement with their corresponding descriptors.

•Perfect school

•Perfect head of school

•Perfect vacations

•Perfect pet

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1. What sparks students' interest for a personal project?

2. What can we do as a school to help students identify possible interests?

3. What resources can we use to embrace the creative genius in all students?

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Schools use a variety of methods for allocating supervisors to students.

Consider pros (+) and cons (-) of each method and aspects of the school culture that might be relevant to consider in this decision.

Prepare to share

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You will consider the blank checklist template for criterion C, “Reflecting”, and discuss the expectation for the maximum level of achievement available in the guide and the slide titled “Learning engagement two: Applying skills checklist”.

Pay close attention to the command terms and evidence examples and create a checklist to take back to your schools with important tips and recommendations.

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Create a flow chart to represent your understanding of the personal project moderation process, giving specific details on steps and timelines.

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Consider the common elements the group has identified and reflect using the following question prompts as guidance:

1.Why is this a dream project?

2.Why is it useful?

3.How will you know if you were successful?

4.What skills do you have to develop?

5.What impact will it have on yourselves and community?

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Testimonials from four PP students.

Video testimony 1: The art of emotions: https://vimeo.com/473864925/67ada0e1a5

Video testimony 2: Wooden surfboard: https://vimeo.com/473864455/94ca6c8f7e

Video testimony 3: Archimedes' Screw: https://vimeo.com/473864245/03c0276fb7

Video testimony 4: Children ́s book: https://vimeo.com/473863981/c1960c0b8a

Video testimony 5: Martial arts and self- defense: https://vimeo.com/477258164/32159caa59

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Let´s work on an action plan to take back to our schools!

•Each round will be 10 minutes.

•Round 1: Brainstorm important actions for preparing and completing the personal project from your perspective (i.e. students, MYP coordinator, supervisor).

•Round 2: Make additions and explain how they might be achieved.

•Round 3: Make additions and consider what key actors will be needed in each stage and possible timeframes for each step.

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Use future me.org to write a letter of your action steps after  you finish the workshop. 

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Use future me.org to write a letter of your action steps after  you finish the workshop. 

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Set it up to be sent to you 6 months from now by April 1, 2022 so you will receive it on that day.

Address it yourself so by that time, you have listed what you will apply from this workshop into your learning and teaching, and assessment practices.

After you write the letter and before you submit it, copy its contents and send it my way in a private email.

Then use the End of workshop Reflective Task to provide a detailed plan of how you will achieve your target before the end of the 6th month.

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FutureMe: Write a Letter to your Future Self

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Write a letter to the future and read the public (but anonymous) letters from others. FutureMe has been delivering letters to the future for millions of people since 2002.

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Curating evidence is one of the most crucial steps in creating the PP. It was interesting to learn about the different methods that students can use to curate their evidence.

The attached document was the most useful from today's session as I have a clearer understanding of the various evidence I can introduce to the students.

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I think my biggest take away from today was that when documenting somethin, students must show the process of them doing the work.
Also when they show a picture or evidence it must be complete and clear.

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•Consider your dream personal project.  Revisit your learning goal, your product goal and action plan. Work to produce the product within the coming 30 minutes.

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Each group will be presented with a different challenge to consider how students might come about setting a goal for their personal project.

Group 1: Identify how students might use Global Contexts as an entry point for defining a personal project idea/product.

Group 2: Identify how students might use a Service as action experience as an entry point for defining a personal project idea/product.

Group 3: Identify how students might use an MYP unit of inquiry as an entry point for defining a personal project idea/product.

Share ideas.

Each group creates a sales-pitch (a short presentation to persuade students at school about the usefulness of their assigned entry point, including important recommendations).

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•Each group member will be assigned a role to play in the following engagement (students, project coordinator, supervisor, parent).

•Discuss issues arising from the proposed case and identify possible solutions and implications for all the actors.

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Resources
• Video with student testimony
• Personal project guide (table 8)

Individually, you will consider a student testimony about her personal project and its impact and consider different types of impacts described in the MYP Personal project guide (table 8).

Discuss which types of impact are evident in this specific example.
Considering their own group project experience, participants complete the exit ticket, “This project has had an impact on..... because....”.

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Resources
• Student sample from the teacher supported material.

Individually, participants:

read background information report

identify evidence/product

assign an achievement level for each criterion (A-C), providing a brief justification.

Convene in groups and discuss your level of achievements  by first sharing individually their own levels for A, B and C and justifying the levels awarded. The groups are to agree on the achievement levels through a close look at the descriptors and through justification.

Discuss important take away points when assessing the personal project.

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Use 2 stars and 1 wish approach to give the presenter feedback about this session.
Star: Something that you would like to keep or something you have enjoyed

Wish: Something you would like to change or modify in future sessions.

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It is good to know things that cannot be evidence during collecting evidence. -collected on a daily basis (unless this is useful for the student)

-written up after the process has been completed additional work on top of the project;

-a single, static document with only one format (unless this is useful for the student)

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LE2: Learning engagement two: Your turn! How can we show others? 

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LE2: Learning engagement two: Your turn! How can we show others? 

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•Consider your own group’s personal project.

•Identify evidence to support each strand of the three objectives considering your new learnings from this session.

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Compass Reflection

After having experienced stage one of the personal project, complete the following visible thinking routine to share with others.

•North - Need to know more about…

•South - Success (where do I see success for my students?)

•East - Excited about…

•West - Worry about…

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•Participants return to their dream project and identify if it is a learning goal or product.

•Develop the missing part.

•What actions would you take to achieve the product and its associated success criteria? (Plan)

•How would you know you have achieved your goal-driven product? (Success criteria)

•Share in your groups.

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Personal Project for the IB MYP 4&5: Skills for Success Second edition Boost eBook

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Unpack the Personal Project objectives to gain a clear understanding of the overall process, while building the ATL skills required to become an independent, lifelong learner.
- Updated to reflect the new Guide for first teaching 2021.
- Packed with practical plans and skills to help engage in the project, including visible thinking and design thinking routines; organised by the ATL skills to ensure easy navigation.
- A comprehensive chapter on planning gives a variety of strategies for goal setting and creating an action plan to guide the Personal Project process.
- Focus on your time with an outline of ways to document the Personal Project process, tips on time management, an explanation of the role of the supervisor and the best way to engage with them throughout the project.
- Chart development through the project with opportunities for reflection, clear assessment objectives and a chance to record expected tangible or intangible results.

Unpack the Personal Project objectives to gain a clear understanding of the overall process, while building the ATL skills required to become an independent, lifelong learner.
- Updated to reflect the new Guide for first teaching 2021.
- Packed with practical plans and skills to help engage in the project, including visible thinking and design thinking routines; organised by the ATL skills to ensure easy navigation.
- A comprehensive chapter on planning gives a variety of strategies for goal setting and creating an action plan to guide the Personal Project process.
- Focus on your time with an outline of ways to document the Personal Project process, tips on time management, an explanation of the role of the supervisor and the best way to engage with them throughout the project.
- Chart development through the project with opportunities for reflection, clear assessment objectives and a chance to record expected tangible or intangible results.

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Personal Project for the IB MYP 4&5: Skills for Success Second edition Boost eBook

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Discover our range of General Studies books and online Boost resources

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•Create new groups with members that performed the same role (i.e. all student work together) and share lessons learned about things that need to be considered from the perspective of this actor.

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Reflection: I used to think, now I think... 

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Reflection: I used to think, now I think... 

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Resources
• “I used to think ... now I think”. Harvard Project Zero. 2015.

https://pz.harvard.edu/resources/i-used-to-think-now-i-think

Consider the newly assigned flow-chart about the standardization/ moderation process.

Consider your main take away and complete the visible thinking routine (I used to think...now I think)

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Write three take away messages to remember regarding how to implement a successful personal project at your school.

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Describe the takeaways from today's learning using visible thinking routine: I used to think.... Now I think....

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Here are rubrics for each

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•Download the checklist template.

•Consider criterion A “Planning” and discuss the expectation for the maximum level of achievement (pay special attention to the command terms).

•Create a checklist to take back to your schools with important tips or things to consider.

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Curate: means to select, organise, and present using professional or expert knowledge.
In this evidence we can see my learning and developmental understanding of the requirements of Objective B.
It made me think about the purpose being 2 fold; giving the student to reflect and show case the skills they had used and developed in the process of their project; whilst simultaneously providing development evidence to support that fact that this is indeed work of the student (Academic Integrity).

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Many things are new to me. But I think that students, can basically choose anything that they are interested in as long as they can document it appropriately.

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LG:  I hope to learn more about plant species commonly found

in Abu Dhabi, both indigenous and landscaped (nonnative). I particularly want to learn which of these plants contain toxins which might cause a threat to cats. Product: Using my research I would like to produce a high quality, easy to understand leaflet which can be kept at the local veterinarians and cat rescue centers.. Distribution of my leaflet will raise awareness. I have attached one sample Success Criteria and One Action Plan.

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Clear expectations
Clear lines of communication
Clear differentiation of task
Clear scaffolding of task

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Curating evidence is simply speaking choosing, organizing, and exhibiting the evidence to how the learning and product goals were planned, acted on, and reflected on.

What I'm interested in is the fact that the evidence can be embedded throughout the report instead of just added as appendices at the end. (The evidence for this would be a short video recording of the workshop facilitator saying so, and since it's a written report, I can use the transcript of the recorded video.)

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I used to think that all five skill categories should be evidenced for strands on Criterion B
But now I know that even one category for each is also fine but then it should be done explicitly.

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Success Criteria for Perfect Pet.

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Action plan needs to tie to success criteria( new change) 

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Action plan needs to tie to success criteria( new change) 

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Attached is an example of a page in a report highlighting the 3 components of report documentation of ATL skills (each color coded)

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I used to think that the success criteria needed to have differentiated levels of success represented, but now I understand that this helps reflection but does not need to be represented in the report.

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Everything is in the document.

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Research can happen throughout the project. The structure of the project gives students choice in terms of when and how to demonstrate and develop their research skills. For example, students may do quite a bit of research in their planning phase, as they determine what success criteria are feasible and what actions will be necessary to achieve the success criteria. Other students may do more research later in the process, such as learning techniques for creating their product.

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Learning Goal & Product - Reaching the highest strand by Cat

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Learning Goal & Product - Reaching the highest strand by Cat

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Identifying a good learning goal and a product is crucial. Although the learning goal can be personal, it's important that the student reflects on how this learning goal or product will affect the community, country and the world, linking to the aims of the MYP programme.

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Visual for the Approaches to teaching and learning (003)

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Perfect End of MYP5 vacation

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Learning Goal, Product & Action Plan Chris Hayden